Teaching Science with. Whales. A CD-ROM Book. Volume 2. 5th 8th Grade

Transcription

1 Teaching Science with Whales A CD-ROM Book Volume 2 5th 8th Grade

2 Vol. 2 - Page 2 Welcome to Whales! From somewhere beyond, a pulse of life... a beating heart so large its rhythms can be detected from miles away in the sea. Welcome to the CD/ROM BOOK we call Teaching Science with Whales We hope that you find it helpful in teaching and learning science. The materials are produced here as illustrated text, with serial pages just as in a book. But unlike reading a book, with Teaching Science with Whales you can jump around by using hypertext buttons. You can also search by key word, or use the table of contents. And you can use the special Adobe Acrobat navigational tools at the top of the screen. When you find the material most useful to you, print it out and use it in class. Teaching Science with Whales is designed to connect the field-trip experience of the largeformat film Whales to the science, mathematics and language arts curricula of your classrooms. Teaching Science with Whales is not a multimedia CD/ROM, nor is it a textbook on whales. There is already a rich assortment of books, videos and multimedia CD/ROMs specifically about whale biology and behavior. If you want to study whale biology in detail, we recommend the books, videos and CD/ROMs we have listed in the RESOURCES. The materials in this CD/ROM BOOK are divided into three volumes based on grade level: Volume 1, Grades K-4; Volume 2, Grades 5-8; Volume 3, Grades 9-12 This CD/ROM BOOK is actually a book on a disk. It will help you to use the film Whales to teach and to learn about science, with exercises in language arts and mathematics, too. Although it is not specifically about whales, we have included basic background information about the biology of those species that appear in the film. Materials are organized by selected scenes from the large-format film Whales. After you are in your chosen volume, you will see a selection of Scenes and Themes. Listed next to each scene are the concepts that the scene can support. Most of these concepts relate directly to the content standards and to the fundamental concepts and principles discussed in the National Science Education Standards (published by the National Academy Press of the National Academy of Sciences, 1996). The Whales & Words concept choice relates to language arts and depends in part on the Standards for the English Language Arts (published by the National Council of Teachers of English and the International Reading Association, 1996). The Whale Biology choice provides an overview of the biology and behavior of the whale species featured in the scene. Backgrounders Each Content Standard choice has a supporting article we call a Backgrounder. Backgrounders can serve as refreshers for teachers to help prepare for the presentation of classroom activities. Backgrounders may serve as introductory materials for students. Backgrounders can complement information in other supplementary material and in text books. Following each Backgrounder is a selection of Activities. Students can perform these in class or do them as outside projects. Some Activities are lengthy and involved and require independent research. Others are simple and can be performed in groups. All Activities are designed to demonstrate or explicate the Content Standard cited in the Backgrounder. In summary, the intent of Teaching Science with Whales is to connect the thrill of viewing the film Whales with classroom curricula in science, math, and language arts. Scenes from the film serve as inspirational springboards into both formal teaching settings and informal student activities.

3 Vol. 2 - Page 3 How to use this CD-ROM Getting Started Teachers can browse for curriculum materials, and use the Backgrounders to prepare lessons. Students can browse the Backgrounders, and choose activities and lab exercises for research projects and science fair ideas. The materials in this CD/ROM BOOK are divided into three volumes based on grade level: Volume 1 Grades K-4 Volume 2 Grades 5-8 Volume 3 Grades 9-12 You are now in Volume 2. If you would like to be in another Volume, close this document and open Volume 1 or Volume 3. After you have read the information on this page, click on the forward arrow (located at the top of this page, at the left) to go to the Table of Scenes. The 8 photos on this page are scenes from the large-format film Whales. Listed next to each scene are the concepts (or themes ) that the scene can support. Here s how it works: Decide on one of the 8 scenes from the film and click on that image you will be taken to a page with a larger-scale view of the scene Click on the forward arrow, or the Theme Menu button at the top of the page From the, choose the theme you wish to explore by clicking on the name You are now on the Backgrounder page for that scene and theme This material is designed to provide a background that relates the film scene with fundamental principles. The Backgrounder leads off with the fundamental principle from the National Standards. Read the Backgrounder, then go forward to review the Select an Activity and click on it When you have located the activity you want to use in class, print it out along with the Backgrounder for your future reference Use the material in class and photocopy the materials as needed Document Navigation There are a number of ways for you to navigate in this CD/ROM BOOK. You can click on the buttons at the top of the page, the highlighted bars in the menus, and the photos of the film scenes in the Table of Scenes. Within the text, there may be highlighted (colored) words that are hot. You will know a word is hot when you pass the cursor over it the hand will turn into a pointing hand (try it on the green sentence below). Click on the word(s) to go to linked information. You can also use the Adobe Acrobat navigation tools at the top, bottom, and left side of the window. When you find the material most useful to you, print it out and use it in class. Click on these hot words for more detailed information on getting around in this document. Printing To print out the pages you want to use in class, choose the PRINT command and fill in the page number or range of pages you want to print. The page number is clearly marked in the upper left corner of the page. To find numbers of the pages you wish to print, choose the Thumbnail and Page viewing mode. At the left of your screen, you will see small versions of adjacent pages, numbered at the bottom. (If you need to see a thumbnail enlarged, click on it.)

4 Vol. 2 - Page 4 Volume I Table of Scenes Choose a Scene The following images are based on key scenes from the large-format film Whales. Each scene supports some of the National Science Education Content Standards. We have also added a Language Arts Section and basic information on the biology of featured whales. Click on the image to first see a full-page view of the scene, then go forward a page to choose the Theme you wish to explore. The next page you ll see is the Backgrounder article that links the scene to class activities. Then select and print the pages you wish to use in class. Submarine This Scene supports the following Content Standards: Life Science Debbie & Whales This Scene supports the following Content Standards: Science as Inquiry Nature of Science Whales and Words Whale Biology Blue Whales & Krill This Scene supports the following Content Standards: Life Science Science as Inquiry Whale Biology Mother & Calf This Scene supports the following Content Standards: Earth Science Whale Biology Eye of the Whale This Scene supports the following Content Standards: Life Science Physical Science Whales and Words Whale Biology Whale Graveyard This Scene supports the following Content Standards: Life Science Science as Inquiry Singing Humpback This Scene supports the following Content Standards: Life Science Physical Science Science in Society Whale Biology Bubble Nets This Scene supports the following Content Standards: Science as Inquiry Whale Biology

5 Vol. 2 - Page 5 Submarine Submarine Engineers who design submarines are faced with problems similar to those already solved by fastswimming animals in the sea.

6 Vol. 2 - Page 6 Submarine Submarine Choose a Science Theme The Submarine Scene Resource supports learning plans for the themes highlighted below. Press the highlighted bar for the theme you wish to explore. Life Science P h y s i c a l S c i e n c e Earth Science Science as Inquiry Science in Society Nature of Science Whales & Words Whale Biology

7 Resources Vol. 2 - Page 7 Submarine Backgrounder Life Science Submarine Structure and Function in Living Systems Living systems at all levels of organization demonstrate the complementary nature of structure and function. Important levels of organization of structure and function include cells, organs, tissues, organ systems, whole organisms and ecosystems. In general, moving through the density of seawater requires a lot of effort. Less effort is needed if the moving object is streamlined rather than blunt or flattened. Whales and Submarines By comparing whales to submarines we can learn about adaptations to life in the sea. These include structures and systems for movement, diving, breathing, staying warm, storing energy, and communicating and navigating. Convergent Evolution Sometimes, unrelated or distantly related animals (e.g. sharks, and whales and porpoises) show similar adaptations to similar environmental problems. Biologists call this convergent evolution. Outwardly the structures and adaptations look similar but close examination reveals that different structures may support similar functions. Both whales and porpoises, and sharks (the kinds that live in open water, such as makos, gray reefs, great whites, tigers) can swim with relatively little effort. Their propulsive sources (their tails) are efficient mainly because their bodies are streamlined. In general, moving through the density of seawater requires a lot of effort. Less effort is needed if the moving object is streamlined rather than blunt or flattened. Fast-swimming open water sharks and porpoises show similarities in body shape and structure. Both have torpedo-shaped bodies. Their bodies are narrow at front and back and widest in the middle. Both have pointed or conical noses. Both have wing-like pelvic fins they use like airplane wings to dive or climb. Sharks and porpoises (and most whales) have dorsal fins to control pitch (rolling around the body axis). Both have body surfaces that are modified to reduce friction as they pass through the water. Porpoise-skin is very smooth. To the human touch, porpoise skin feels almost like an inflated tire inner tube. Shark skin, although noted for its roughness, is actually a successful adaptation for streamlining the surface of the shark s body. Shark skin is covered with tiny denticles (or toothy-scales ). Each tiny denticle is ridged to direct water smoothly across its surface to the denticle behind it and so on. But shark skin is rough when rubbed the wrong way or when the sharp streamlining edges cut into flesh. Whales, although much larger than fast-moving sharks and porpoises, usually have many of the same kinds of streamlining adaptations. Before scientists and photographers went underwater and began watching great whales swim, our main view of whales was based on their dead, flaccid carcasses hauled out of the sea and collapsed on a dock or ship s deck. Until the early 1970s most paintings and drawings of live whales were based on dead whales. Artists drew them as fat and stubby creatures. Now, from underwater photographs and observations, we know them to be slim and gracefully shaped for ocean life. Engineers and designers who design fastmoving submarines are faced with challenges similar to those of animals in the sea: high density of sea water; increasing darkness, cold, and pressure with increasing depth; removal of dissolved oxygen from seawater, or the ability to carry an air supply from the surface; continued

8 Resources Vol. 2 - Page 8 Submarine Backgrounder Life Science Submarine continued subs that need to move fast and be maneuverable (like the new generation of Deep Flight research submersibles) end up looking a lot like sharks, porpoises and whales. long-distances between fuel (food) supplies; moving through featureless three-dimensions, with landmarks limited to the sea bottom or to current patterns. A close look at a submarine can show many similarities to marine animals. These include strong streamlined hulls, hydroplanes for diving and climbing, strong, smooth skins, strong engines with large fuel supplies (compare blubber reserves in whales), propulsion systems that push from the rear, extended breathholding capacity, use of submarine sound (SONAR) for navigation and communication. Other kinds of human-built subs bathyscaphs, bathyspheres, research subs retain a cable connection to the surface. Most are slow and sluggish, sinking to the depth they want to investigate and moving around in a constrained manner, then returning to the surface. But subs that need to move fast and be maneuverable (like the new generation of Deep Flight research submersibles, end up looking a lot like sharks, porpoises and whales. The streamlined shape of whales allows for efficient movement through water a pointed object faces less resistance in water than a larger, flatter surface. Whales do not have external ears or hind limbs, making them more streamlined than most other marine mammals. The rubbery tails or flukes whales have allow them to move very efficiently in water. Whale flukes move horizontally, their smooth, measured movements working much like a ship s propeller to drive them through water. Most fish, by contrast, swim by wriggling their bodies much like snakes do, and their tails move vertically from side to side. The dorsal (topside) fin found on most whales (though not gray or humpback) is believed to act as a keel, keeping whales upright. Most boats also have keels. The flippers whales have are the equivalent to human arms and hands, and are critical to steering. Humpback whales have huge flippers which they also use for locomotion. While whales spend much of their time in frigid waters, they have two physiological adaptations that help them to regulate their body temperature. First, they have a relatively low body surface area to volume ratio, which reduces their propensity for heat loss the greater the surface area to volume ratio the more thermal conductivity occurs. The second adaptation is blubber, the thick layer of fat whales have to insulate them. Blubber is also used as a fuel source for whales when they are not in their feeding grounds. Whales are also adapted to withstand extremely high water pressure while diving without damage to their organs or tissues. Water pressure increases 14 pounds per square inch with every 33 feet of depth, so a whale that is, for example, 800 feet underwater is exposed to 340 pounds per square inch of pressure. Whales have very efficient respiration and circulation techniques. While land animals replace about 30% of their lung capacity with each breath, whales replace nearly 80% of their lung volume each time they inhale. Their red blood cells carry more oxygen than those of land animals, and this oxygen is stored in their muscle cells for use during prolonged dives. Whales also conserve oxygen by decreasing their heart rate and shunting blood to the brain and heart and away from other non-essential organs while diving. Many similar solutions are also seen in submarine design. Submarines have a streamlined shape. They use a rear propeller, comparable to a whale s fluke, to displace huge amounts of water and move forward or continued

9 Resources Vol. 2 - Page 9 Submarine Backgrounder Life Science Submarine continued submarines use ballast that are filled with air or sea water in order to increase or decrease the subs density and cause it to sink or float, much as a whale displaces oxygen from its lungs in order to increase its density. backwards in the water. They have hydroplanes (fins) on either side that deflect the flow of water around the hull and cause the submarine to ascend or descend under the power of its propellers. Submarines are well insulated and made of materials designed to withstand huge amounts of water pressure. And submarines use ballast that are filled with air or sea water in order to increase or decrease the subs density and cause it to sink or float, much as a whale displaces oxygen from its lungs in order to increase its density. Whales drive themselves forward by pushing against the water with powerful strokes of the tail flukes. Pectoral fins act like hydroplanes to modify forward motion into climbing, diving and banking. Blue Whales and Submarines Perhaps the most exciting connection between blue whales and submarines has been made just recently. During the Cold War the U.S. Navy monitored the entire North Atlantic basin for Soviet submarine activity and locations using SOSUS (SOund SUrveillance System). SOSUS consist of a large array of underwater microphones buoyed throughout the Atlantic. A sound source (the propeller of a submarine, for example) is picked up by the hydrophones. Each hydrophone radio-transmits its signal to a central computer. The quality of the sound can be analyzed for distinctive characteristics a unique fingerprint of the sound can be delineated. Every time that sound is heard on SOSUS, it can be identified. SOSUS can also pinpoint the location of the sound. Travel times from sound source to three or more microphones (the location of which is plotted) can be used to calculate the sound source location. SOSUS was developed to track enemy submarines. Since the end of the Cold War the U.S. Navy declassified the system and now allows its use by scientists to track whales. One individual blue whale Old Blue has been tracked for thousands of miles and many days. Its distinctive voice and SOSUS told scientists much about whale travels and navigation. Thus technology based on the same physical adaptations of whales permits us to learn about whales themselves.

10 Vol. 2 - Page 10 Submarine Life Science Submarine Choose an Activity The activities listed below will enable your students to experiment within the theme of Life Science. Press the corresponding bar for the activity you wish to explore. You can return to this page to select a different activity by clicking the Activities Menu button at the top of any activity page, or you can scroll through the activities using the forward and backward arrows. When you have completed all of the activities, click on the button to choose a different theme to explore. Activity 1: Cucumber Whales Activity 2: Whales & Submarines

11 Vol. 2 - Page 11 Submarine Cucumber Whales Life Science Activity 1 Group size Individuals, pairs, or small groups Time you ll need 1 hour or more Materials you ll need cucumbers large paper clips 3' or more of string plastic lids from yogurt or ice cream containers, and/or a plastic milk jug scissors a knife (a plastic one will work) a sink, tub of water, or wading pool, at least 6" deep pictures of various whales, sharks and fishes What to do First, gather from books, posters or other materials an assortment of pictures of whales, sharks and fishes. Have everybody look closely at the pictures, then discuss possible reasons why marine animals have fins, flukes, or flippers and what they re used for. Do all animals have the fins the same size and in the same places? What are they used for? Do they move in the same directions? (Remember what you saw in the film.) Each student or group is given a cucumber to act as a model of the body of a whale, fish, or shark. After this discussion, design fins, flukes and/or flippers for your cucumber and cut them out of the plastic lids or milk jug. (Make them slightly bigger than you imagine them on the cucumber because part of each one will be stuck into the cucumber!) Try to make your cucumber as efficient a swimmer as possible. After you ve cut out your fins, flukes and/or flippers, straighten your paper clip, bend it in half, then bend the ends in 1/2" or more and stick them into your cucumber about 1" from the end. (See diagram) Attach a piece of string to the paper clip, then take your cucumber to your test tank (pond, pool, bathtub etc.) Let the cucumber float for a minute so you can tell which side will be the top. Mark that side by scoring it with your knife. Take the cucumber out of the water. Score the cucumber with your plastic knife to make slots for where you want your plastic fins, flukes and flippers to be, then carefully insert each one. Now put your cucumber back in the water. How well does it float now? Is the top still the top? What happens when you drag the cucumber through the water? Take the cucumber out of the water, remove the paper clip, and use a knife to carefully whittle the end of the cucumber to form a pointed front end. Reinsert the paper clip and put the cucumber back in the water. Does it seem easier or harder to pull it through the water? (To measure the amount of pull, you can attach the string to a small spring scale, available at fishing supply stores. As you pull on the scale, its spring pulls on the string, and the scale measures the amount of force that s pulling the cucumber sub.) Take the cucumber out again, remove the paper clip, and cut the pointed front off the cucumber so that it has a round, flat front. Put the paper clip back in and try pulling the cucumber through the water. Does it feel any different? What s happening? Fins, flukes and flippers are critical to whales, sharks and fishes for swimming. There are many different combinations, sizes and placements of these on different animals, but they have essentially the same functions between species. Whales have horizontal tail flukes that move up and down (vertically) to propel them through the water. They also have flippers, equivalent to human hands and arms, which are used for steering and for stopping. Humpback whales have very large flippers which they use for locomotion as well as steering. The dorsal (topside) fin on some whales probably acts as a keel to keep the whale from spinning around its long axis. But not all whales have dorsal fins. Why do you think some whales have them and some don t?

12 Vol. 2 - Page 12 Submarine Life Science Whales & Submarines Activity 2 Group size Individuals or pairs Time you ll need A couple of hours for library research; a couple of hours to illustrate and write a report. Materials you ll need access to information on whale physiology and on submarines, e.g., encyclopedia pen and paper Objective To compare and contrast whale anatomy and physiology with submarine structure and function. What to do The first step is to visit the library. Find pictures of whales and submarines that define their various parts. Read as much as you can about how the various parts work. Next, prepare a report on how whales and submarines are similar and how they are different. Do this in essay form and/or create a chart comparing various functions. Include drawings or photocopies of pictures of a whale and a submarine, and label as many of their parts as you can. Some things to specifically address in your report: How do they dive underwater? How long can they stay underwater? Why? How do they survive immense water pressure? How do they move? (forward, up, down, sideways) What happens if they stop moving? How are they fueled? (What do whales eat?) How do they know where they are going? How do they see in deep, dark, murky water? How do whales reproduce and evolve? Do subs reproduce and evolve? How?

13 Vol. 2 - Page 13 Blue Whales & Krill Blue Whales & Krill Blue whales and krill might seem to make an odd couple for comparison. Yet they serve as a useful pairing to emphasize the diversity of life on Earth, and its essential unity.

14 Vol. 2 - Page 14 Blue Whales & Krill Blue Whales & Krill Choose a Science Theme The Blue Whales & Krill supports learning plans for the themes highlighted below. Press the highlighted bar for the theme you wish to explore. Life Science P h y s i c a l S c i e n c e Earth Science Science as Inquiry Science in Society Nature of Science Whales & Words Whale Biology

15 Resources Vol. 2 - Page 15 Blue Whales & Krill Backgrounder Life Science Blue Whales & Krill Diversity and Adaptations of Organisms Millions of species of animals, plants, and microorganisms are alive today. Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry. It is likely that the shrimp-like animals called krill have relatives still unknown to us. It is even possible that blue whales may have toothed cousins we have yet to discover. Blue whales and krill might seem to make an odd couple for comparison. Huge and tiny; bluish gray and red; vertebrate and invertebrate; mammal and shrimp; predator and prey. Yet they serve as a useful pairing to emphasize the diversity of life on Earth, and its essential unity. How Many Animals? Nearly two million kinds of living organisms have been scientifically described and named. Scientists think there may be millions more that we still haven t recognized and discovered. Some of these undiscovered creatures may be large; a new kind of shark 15 feet long (5.2 m) came to light in Some may be small; the canopy of tropical rainforests is a rich source of new species for insect biologists. Some may be microscopic; newly discovered forms of bacteria are now known to be the basis of food chains in the hydrothermal vent areas of the deep sea. It is likely that the shrimp-like animals called krill have relatives still unknown to us. It is even possible that blue whales may have toothed cousins we have yet to discover. (A new species of beaked whale was named in 1963.) Meeting the Challenges of Life in Different Ways Within the millions of species in the animal kingdom (distinguished from plants, fungi, protista, and various kinds of bacteria) we can so far distinguish about 30 distinct groups, or phyla (or, phylums). The members of each phylum share a set of distinguishing physical characteristics. The fundamental characteristics of a phylum s physical plan distinguish it from all others. The phylum s unique type of body plan has evolved to meet the challenges of life. Basically all animals are engaged in similar activities in order to exist. All animals feed they obtain, digest, and assimilate food. All animals circulate nutrients and gases within their bodies. They dispose of wastes generated by cellular activity. All animals coordinate internal activities using neural and sometimes endocrine systems. They grow, avoid being eaten, and most importantly for their species they reproduce. As even a quick review of animals shows take a look at a blue whale and a krill-shrimp, for example there are a wide variety of ways to solve these problems. All are based on essential similarities at the cellular level. Classifying the Millions Humans have long tried to order this vast diversity of life. A first step in organizing anything complicated is to name the parts, in this case the kinds of animals. Naming animals is an important and basic task in most human cultures. This importance is revealed in many creation myths. In Genesis, the creation story of Judaeo-Christian culture, God gave Adam the task of naming the birds of the air, the fish of the sea. In the Kumulipo, a creation-chant of Hawaii, creatures of land and sea are named as their creation is recounted. continued

16 Resources Vol. 2 - Page 16 Blue Whales & Krill Backgrounder Science Life Science as Inquiry Blue Whales & Krill continued A scientifically useful system of naming and organizing living things must reflect the relationships and similarities and differences among them. But naming is not enough to comprehend the biodiversity of the world. A scientifically useful system is based on grouping animals according to genetic relationship (presumed or proven) and shared origin. Aristotle, the Greek rational philosopher who lived from BC, tried to develop a systematic naming system to help understand the natural world. Today s scientific speciality of biological nomenclature is called taxonomy. Taxonomists use a bionomial system of naming. Bionomial means two-named and refers to the universal use of genus and species to form the basic scientific name of an animal or plant. The bionomial system used by all biologists dates from That important year saw the publication of a landmark book called Systemae Naturae, written by Swedish botanist Karl von Linné (latinized to Carolus Linnaeus). Although Linnaeus was a botanist, he named many kinds of animals, including whales. The modern scientific name for the blue whale, Balaenoptera musculus, dates to Linnaeus book. A scientifically useful system of naming and organizing living things must reflect the relationships and similarities and differences among them. Linnaeus looked long and hard at the sexual parts of flowers to develop his classification of plants. Good classifications require careful study of the structure, biology, and behavior. Today s taxonomists and evolutionary biologists now add the tools of genetic analysis to reveal and confirm relationships. At the fundamental level of the scientific system of biological classification is the species. A species is a population of interbreeding individuals. These individuals are reproductively isolated from (cannot interbreed with) other animals, including some that might be related to them. Genetically related species are classified together within a genus. Whale Classification The blue whale is classified in the genus Balaenoptera, as Balaenoptera musculus. Closely related to blues, but reproductively independent of them are other species of whales also classified in the genus Balaenoptera. These include fin whales, Balaenoptera physalus; sei whales, Balaenoptera borealis; Bryde s (pronounced broods) whale Balaenoptera edeni; and minke whales, Balaenoptera acutorostrata. Humpbacks are somewhat similar to blues but have some distinctive differences. Based on these differences, they are classified in a distinct genus, Megaptera. Scientists recognize the shared ancestry of the two genera, Balaenoptera and Megaptera, by classifying them in the same family, Balaenopteridae. Gray whales are different enough from blues and humpbacks that scientists classify them in a separate family, Eschrichtiidae. Yet, because they are more closely related to blues than to any toothed whale, blues and grays are grouped together in the order Mysticeti. Toothed whales are in another order, Odontoceti. All whales, toothed and baleen, are more closely related to seals and sheep and humans than to fish or snakes, so they are grouped in the class Mammalia. Thus all the species within a group, whether class or genera, are considered to be genetically related (i.e., have a shared ancestry). The smaller the group in which two species are included, the closer their relationship. Species in the same genera are thus closely related. Species in different orders are distantly related, and in different classes even more distantly related. Classification and inference of relationships are based on many kinds of evidence from biochemistry to behavior. Scientists may continued

17 Resources Vol. 2 - Page 17 Blue Whales & Krill Backgrounder Science Life Science as Inquiry Blue Whales & Krill continued All whales, toothed and baleen, are more closely related to seals and sheep and humans than to fish or snakes, so they are grouped in the class Mammalia. disagree on their interpretations of complex data. One taxonomist s family grouping may be another s genus grouping. But such disagreement is more about what to call the category, than a conflict in the basic principle of relationship. Summary of the Classification of some Baleen Whales Phylum Chordata (mostly Vertebrata animals with backbones) Class Mammalia (haired vertebrates that feed their young with milk); Order Mysteceti, baleen whales Family Balaenopteridae, rorqual whales Genus Balaenoptera blue whale Balaenoptera musculus sei whale Balaenoptera borealis Genus Megaptera humpback whale Megaptera novaenglandiae

18 Vol. 2 - Page 18 Blue Whales & Krill Life Science Blue Whales & Krill Choose an Activity The activities listed below will enable your students to experiment within the theme of Life Science. Press the corresponding bar for the activity you wish to explore. You can return to this page to select a different activity by clicking the Activities Menu button at the top of any activity page, or you can scroll through the activities using the forward and backward arrows. When you have completed all of the activities, click on the button to choose a different theme to explore. Activity 1: What s the Difference? Activity 2: What Class Are Yo u I n? Activity 3: Ocean Food Webs Activity 4: Neighborhood Food Webs

19 Vol. 2 - Page 19 Blue Whales & Krill Life Science What s the Difference? Activity 1 Group size 10 or more Time you ll need 2-3 hours for all four stages Materials you ll need paper pens or pencils old natural history magazines, calendars etc., from which you can cut pictures of different animals (10-15 different animals for every group of four participants) Objective To develop classifications based on observed physical and/or behavioral differences. What to do Stage 1 First, the teacher or group leader secretly selects a characteristic that is found in one sub-group that distinguishes it from the other group members, e.g., brown color, blue eyes, pant color, shoe type etc. Without divulging the characteristic he s thinking of, the teacher lines the class up, one by one. Those having the selected characteristic line up on his right and those not having the trait on his left. When the class has been divided, they try to guess what characteristic distinguishes the group on the right from the group on the left. Stage 2 In this section, the group is divided into pairs. Each pair draws two overlapping circles on their piece of paper to create a diagram that lists as many differences and similarities they can find about one another: these can include physical characteristics such as eye or hair color, clothes they are wearing, food likes and dislikes, number of siblings, kind of pet they have, favorite food, hobbies etc. Stage 3 Now divide the group into sub-groups of 8 or 10. Have each group line themselves up according to height. Next, have the groups think of alternative ways to sequence themselves. For example, in order of lightest hair to darkest hair, shortest hair to longest hair, smallest feet to biggest feet, or birthday. Stage 4 Repeat these activities with animals rather than class members. Sort them by similarities and differences. To do this, round up about 15 pictures of animals for every group of four participants (e.g., cut them out of old magazines or calendars). Have each group sort their stack of animals into two piles so that the animals in each pile are all similar in some way. Have the groups look at one another s piles and see if they can figure out the distinguishing characteristic of each one. Now have each group divide their two piles into four piles. How are the animals in the smaller piles the same as the animals in the larger piles? How are they different? Are the animals in all four piles alike in any way? Have each group make diagrams to graphically show the similarities and differences between their piles. What s happening? Each species in a genus, family, or order, shares characteristics with the other members of the group. The best characteristics to use in constructing a classification scheme are those with genetic bases. Even within a single species many characteristics (e.g., human eye color) may vary. Variations, exist in both physical and behavioral characteristics. Human beings vary by (among other things) skin, eye and hair color. Flowers may vary by the number of petals they have. Whales may vary in size fin shape, and whole suites of behaviors that we so far know little about. Some variations are advantageous, while other are not. A tall giraffe will be better at eating leaves on high branches than a shorter giraffe. A flower with too few petals may not attract as many insects necessary for pollination. Some variations in a species may have little effect on actual survival. Can you think of variations within humans and how they might contribute to survival (now or in prehistoric times)?

20 Vol. 2 - Page 20 Blue Whales & Krill Life Science What Class Are You In? Activity 2 Group size 8 pairs or small groups Time you ll need 1-2 hours for research and poster creation 1/2 hour or more for the quiz Materials you ll need biology / reference books and/or library access posterboard pen wildlife / natural history magazines that can be cut up (optional) scissors (optional) glue or paste (optional) Objective To learn the characteristics of some major groups of animals and to investigate the reasons for their names. What to do Divide your class into groups. Assign each group one of the following classes of animals: Mammalia Pisces Insecta Amphibia Arachnida Aves Crustacea Reptilia Each group then researches the distinguishing characteristics of the group and finds at least six examples of animals in their class. They also research the etymology of the class name by looking up its root words in a dictionary or biology book. Each group titles a sheet of posterboard with their class name and the etymological roots of that name. They then make two columns, one listing the distinguishing characteristics of animals in that class and the other listing or showing examples. When all groups have finished, place the posters around the room and discuss the similarities and difference between classes. Testing your knowledge Have the groups remain together. Reading from the following list, the teacher/leader reads one by one the names of different animals. As each name is said, the group whose class it belongs in should claim it. For example, if the animal is zebra, the Mammalia group should yell Mammalia! They must then explain to the rest of the class why the animal belongs in their class. If they re right, they get +1, wrong they get -1. The group with the highest score at the end of the list wins. Can you classify Dragonfly Spotted salamander Duck Leatherback Turtle Scorpion Barracuda Fruit bat Electric eel Brine shrimp Elephant seal lice Tuna Green python Penguin Spotted salamander Hermit crab Gray whale Preying mantis Black widow Hippopotamus Horned toad Alligator Sea bass Elephant Flea Tick Sowbug Tree frog Barn owl Emu Boa constrictor Brown spider Lobster Human Duck-billed Platypus (Insecta) (Amphibia) (Aves) (Reptilia) (Arachnida) (Pisces) (Mammalia) (Pisces) (Crustacea) (Insecta) (Pisces) (Reptilia) (Aves) (Amphibia) (Crustacea) (Mammalia) (Insecta) (Arachnida) (Mammalia) (Amphibia) (Reptilia) (Pisces) (Mammalia) (Insecta) (Arachnida) (Crustacea) (Amphibia) (Aves) (Aves) (Reptilia) (Arachnida) (Crustacea) (Mammalia) (Mammalia)

21 Vol. 2 - Page 21 Blue Whales & Krill Ocean Food Web Life Science Activity 3 Group size 12 or more Time you ll need 2 or more days Materials you ll need a large bulletin board construction paper (many colors) scissors tape, glue, staples and/or thumbtacks string markers tissue paper or newspaper (optional) paper plates (optional) reference books on marine life and/or library access Objective To learn about various groups in ocean food webs and how they interrelate. What to do Step 1 Divide your group into 12 subsets, then assign each group one of the twelve Members of the Web from the attached page. Have each group go to the library or use in-class reference books to research four things about their organism: What does it look like? Where does it live in the ocean near the surface, on the floor, or in mid-waters? What does it eat and how does it get its food? What else does it need to survive? Step 2 Using their researched knowledge, students make cut-outs or three-dimensional models of the organism from construction paper and any other available material. Paper plates make good jellyfish and scallops; newspaper or tissue paper can be used to stuff the faces to make them three-dimensional. Have the groups confer with one another to decide on scale: the organisms of each group should be scaled to the organisms of the other (i.e. the shark should be bigger than the scallop). The phytoplankton group needs to make a lot of models to accurately represent the abundance of these tiny plants and animals. Groups may choose to make only the heads of the bigger animals. Step 3 Next, make the bulletin board into an ocean use green and blue construction paper for the water, and brown paper for the ocean floor. Then have each group place their organism(s) on the bulletin board. Step 4 Starting with phytoplankton, each group makes a presentation to the class telling them what their research revealed about their organism s habitat and survival. When they ve finished their presentation, they use string and tacks or a marker to draw lines from their animal to the plants and/or animal(s) it eats. What s happening? In the course of this project a marine food web is modeled. A simple food chain shows the transfer of energy, in the form of food, from one organism to another. For example, the chain PLANTS CATTLE PEOPLE indicates that cattle eat plants and people eat cattle. Interconnected food chains form food webs. Food webs are a more realistic model because most animals eat more than one kind of food. A killer whale, for instance, may eat everything from other whales to tiny herring. Plants form the base of almost every food chain on Earth on land and in water. Plants use energy from the sun to make their own food through photosynthesis. In turn, some animals eat plants and other animals eat the planteating animals. The most important marine plants are phytoplankton. Millions of these tiny plants drift near the ocean s surface, and are the food source for zooplankton, clams, corals, small fish, and other marine organism. Adapted from Ranger Rick s NatureScope Diving Into The Oceans 1988,1989 National Wildlife Federation Members of the Web These organisms are all found in the Pacific Ocean off the coast of Washington, but similar animals are found off all American coasts. Phytoplankton microscopic plants that drift near the ocean s surface absorb sunlight and nutrients from water diatoms are one of the most common kinds of phytoplankton continued

22 Vol. 2 - Page 22 Blue Whales & Krill Life Science Ocean Food Web continued Activity 3 Zooplankton tiny animals that live near the ocean s surface and in deeper waters some kinds of zooplankton feed on phytoplankton; others feed on smaller zooplankton most are very small, though some, such as krill, grow to be several inches long some, such as copepods, have feathery body parts that help filter phytoplankton from the water Rock scallop a shellfish that lives on the ocean bottom largest living scallop grows to be 4 to 11 inches long eats phytoplankton, along with other small particles of food filters food through its gills (gills are also used for breathing) Northern anchovy a small fish that usually stays near the ocean s surface about 9 inches long feeds mostly on zooplankton net-like parts of its gills strain zooplankton from water Chub mackerel swims near the ocean s surface and in deeper waters about 18 inches long feeds on krill (a kind of zooplankton), squid, and anchovies Lion s mane jellyfish drifts near the ocean s surface one of the largest jellyfish in the world; most are 1-2 feet wide, some as much as 8 feet wide its stinging tentacles paralyze prey such as zooplankton and young fish Giant Pacific octopus spends most of its time on the rocky bottom feeds on shrimp, crabs, scallops, abalone, and clams traps prey with its arms, them tears it with its sharp beak Blue shark found near the ocean s surface and in deeper waters about 8 feet long feeds on squid and fish such as anchovies and mackerel Northern fur seal spends most of its time near the ocean s surface can grow to be 6 feet long may dive 300 feet in search of prey eats squid and small fish such as anchovies and herring Humpback whale found near the ocean s surface and to depths of about 130 feet about 53 feet long eats krill and other types of zooplankton; as well as small fish such as anchovies and capelin huge, brush-like baleen on upper jaw strains food from water Killer whale (orca) usually found near the ocean s surface may be 31 feet long eats other whales (such as humpbacks), seals, and fish such as salmon Brandt s cormorant a seabird that nests on the coast and feeds in coastal waters dives into water to catch small fish such as herring and anchovies

23 Vol. 2 - Page 23 Blue Whales & Krill Life Science Neighborhood Food Webs Activity 4 Group size 10 or more Time you ll need 2 days or more Materials you ll need a large bulletin board construction paper (many colors) scissors tape, glue, staples and/or thumbtacks string markers tissue paper or newspaper (optional) reference books on local wildlife and/or library access This is a companion activity to Ocean Food Web. Objective To learn about various plant and animal groups in your neighboring area and to model their food webs (who eats whom?). What to do Step 1 On a large piece of paper or chalkboard, students create a list of local wildlife, ranging from small land organisms to larger land animals. Step 2 When you have a list of 10 or more animal, divide the group into subsets and assign each group one of the animals. Have each group go to the library or use in-class reference books to research four things about their organism: What does it look like? Where does it live? What does it eat? How does it get its food? Step 3 Each group makes a model of its animal from construction paper and any other materials you have. They then make a bulletin board that shows local terrain desert, marsh, mountains complete with trees, grasses, streams and the like. Each group places its organism in the most appropriate place on the bulletin board. Step 4 Beginning with the group with the smallest organism, each group then gives a brief presentation to the class about what their research revealed about their animal. When they have finished, they use either string and tacks or markers to create lines on the bulletin board from their organism to the organisms it eats. (If a critical food source isn t represented, it can be drawn onto the bulletin board.) What s happening? In this activity you ll create a food web for some of the wildlife in your region. (See the What s Happening section of the Ocean Food Web activity for more on food chains and food webs.) Note the interrelations of plants and animals in your area. Compare this web to the ocean web you created. What similarities do you find? What differences?

24 Resources Vol. 2 - Page 24 Blue Whales & Krill Backgrounder Science as Inquiry Blue Whales & Krill Use Mathematics in All Aspects of Scientific Inquiry. Mathematics is essential to asking and answering questions about the natural world. Mathematics can be used to ask questions; to gather, organize, and present data; and to structure convincing explanations. When you can measure what you are speaking about, and express it in numbers, you know something about it when you cannot express it in numbers you have scarcely, in your thoughts, advanced to the stage of science. Lord Kelvin Biologists that study whales need special skills and special equipment, such as ships and boats, subs, cameras, scuba and diving gear, underwater microphones. Some even use satellites to listen for signals from whales that they have tagged with small radio transmitters. But to use such equipment and instruments, and to express and analyze the results, scientists need more than words. They need mathematics. Math and Measure Much of scientific mathematics involves measurement. Some scientists like to paraphrase the Scottish physicist, William Thomson, Lord Kelvin ( ) and say, If you can t measure it, you can t talk about it. Mathematics is obviously essential to experimental science. But it is no less useful in the study of wild animals their biology, behavior and ecology. Just counting the number of individuals in an area is essential information. It sounds deceptively easy to answer a question like How many whales visited Hawaii in December 1996? How many were male, female, calves? But in practice, it is very difficult to arrive at a reliable number. Before scientists learned to recognize individual animals by markings on their bodies and tail it was even harder. Practically, it was difficult to even see whales. Counting from an airplane adds error are the same whales or different ones included in a count? Still, reliable numbers (data) are the treasure that scientists seek. We need math to describe the size of whales. It s big! is not a scientific way to describe a blue whale or a spider, especially to someone who has never seen either one. But when we know that a spider is 6 inches long, it s big. And a blue whale 100 feet long is big too! (But first of course we need to know what an inch, a centimeter, a foot, or a meter is. Learning to use measurement systems is a part of science, too.) Mathematical Models Often, the use of mathematics is most helpful to scientists when it is framed in a mathematical model. Scientists use many kinds of models to study and describe the world. Rarely are they actually the kind of model we often think of a small three dimensional model of a whale. Of course, such a model could be useful to a scientist studying the streamlining of a whale s body. But a more common kind of mathematical model looks like this: Y= X 2.49 This specific mathematical model helps to estimate the weight (in tons) of a blue whale when we know its length (in feet). In general, a mathematical model helps to analyze a real situation in the natural world by describing it in terms of equations. A model may help us estimate a condition in nature when we cannot directly measure it. Models can also help us test whether our assumptions are correct about how a part of nature works. Let s consider one such model, expressed in the equation above. How can we know how much a blue whale weighs? Catching one, weighing it, and letting it go again seems very impractical. Killer whales are smaller (although still very big) and are commonly weighed at the oceanariums where some live. But weighing blue whales is another matter. Our estimates of the weights of the largest blue whales are based on records from the days of factory whaling. continued

25 Resources Vol. 2 - Page 25 Blue Whales & Krill Backgrounder Science as Inquiry Blue Whales & Krill continued Mathematical models are also tools to test ideas. They are frequently used to estimate how many fish (or whales) fishermen can catch without reducing the population. The largest blue whale ever recorded was a female 100 feet long (31 m) killed in the Antarctic ocean. She was too big to weigh on the ship. Her total weight was estimated by weighing individual parts of her body, cut apart on the whaling ship, and totaling them. The total was increased by about 10% to allow for the blood and body fluids lost during sectioning. Now, it is illegal to kill blue whales. Say we see one swim next to our whale watching boat off California. By comparing it to the length of our boat, we know it is 80 feet long (24.4 m). About how much does it weigh? Our mathematical model, based in part on the data recorded from many dead blue whales, will help us to estimate its weight. The general relation between weight and length is represented by the equation Y=aX b, where Y is body weight, X is body length, a is a constant specific to the kind of animal in consideration, and b a coefficient, (variable according to body shape). The constant a can be estimated by plotting length/weight data for a sample of animals; the larger the sample, the better the estimate of a. Using the equation, the mathematical model, for an 80-foot whale we can calculate the estimated body weight to be 83 tons (81,000 kg). Forecasting with Models Mathematical models are also tools to test ideas. They are frequently used to estimate how many fish (or whales) fishermen can catch without reducing the population. Such models are used to support economic policies, as well as advance science. At present, there is an international argument about whether there are enough minke whales (a close relative of blue whales) to support an increased whaling effort by Norway. (While science can help estimate and forecast changes in the numbers of minke whales, value judgments about whether whaling is good or bad are outside the realm of science.) Fishery scientists try to estimate whether a population of whales (or fish, or shrimp) is growing, declining in numbers, or staying the same. If it is growing, there may be judged to be a surplus of animals available for harvest. If fishermen take more than this surplus, the population will decline. If they take less it will probably grow. To make such forecasts and estimates, scientist need to know a lot about the population of animals. To make good estimates of a safe catch size, a fishery mathematical model needs to include: the population size now in the catch area; the annual rate of increase, e.g., how many calves are born and survive; and, how many whales swim into the catch area from another ocean; the annual rate of decrease, e.g., how many whales die of disease, are killed by predators, or swim to another ocean and out of the catch area; the buffer that the population need to survive an abnormal year of storms or famine; the food requirements for a growing population, e.g., are the animals eaten by the whales in abundant supply, are they scarce, increasing or decreasing; the age structure of the population, e.g., how many are males, females, immature; at what age do females breed; how many young does a female have in a lifetime; how long does she live. It might seem relatively simple to gather the data to construct such a model. But it is difficult. We are just beginning to learn about reproductive rates in most whales. Accurately estimating population size is difficult. All of the estimates are subject to error and they are compounded in a complex model. Proponents of renewed minke whaling say that good data continued

26 Resources Vol. 2 - Page 26 Blue Whales & Krill Backgrounder Science as Inquiry Blue Whales & Krill continued support the model. Many others say that we need many more observations and more data to test the model. If our estimates are in error we could threaten the population rather than harvesting its surplus. These are just two examples of mathematical models involving whales. There are many others described in scientific journals. But we hope it s clear that to say anything scientifically meaningful about whales, scientists need mathematics.

27 Vol. 2 - Page 27 Blue Whales & Krill Science as Inquiry Blue Whales & Krill Choose an Activity The activities listed below will enable your students to experiment within the theme of Science as Inquiry. Press the corresponding bar for the activity you wish to explore. You can return to this page to select a different activity by clicking the Activities Menu button at the top of any activity page, or you can scroll through the activities using the forward and backward arrows. When you have completed all of the activities, click on the button to choose a different theme to explore. Activity 1: Big as a Whale Activity 2: Big Eaters Activity 3: How to Weigh a Car Activity 4: Getting a Feel for Measurement Activity 5: Jokes for the Metric-wise

28 Vol. 2 - Page 28 Blue Whales & Krill Big As A Whale Science as Inquiry Activity 1 Group size 20 or more (can be modified for fewer) Time you ll need One hour or more Materials you ll need pencil & paper a measuring tape a scale (optional) a large outdoor space (optional) calculator, if permitted Objective To measure and calculate average height and weight of the group; to consider the size of a blue whale relative to other animals (including humans). What to do Stage 1: Measuring and Calculating First, make a chart with the names of everyone in your group in one column, then create columns for height and weight. Measure everyone in your group then, if you have a scale, weigh them. Calculate the average height and weight of your group. (To calculate an average, add up all the heights or weights. Divide that sum by the number of heights or weights that comprise the sum. For fun, create your own unit of measurement! Call it the Myclassmates Unit. One Myclassmates Unit of weight = the average weight you measured and calculated. One Myclassmates Unit of length = the average height you measured and calculated. Stage 2: Comparing How many Myclassmates long is 90 foot long blue whale? How many Myclassmates does an 80 ton blue whale weigh? Stage 3: How Big Is a Blue Whale? Complete the following chart to get an idea of just how big an 80 ton blue whale is: Animal/Avg. Weight How many to make an 80 ton blue whale? Killer Whale/5 tons Grizzly Bear/1,200 pounds Emperor penguin/66 pounds Bald eagle/15 pounds

29 Vol. 2 - Page 29 Blue Whales & Krill Big Eaters! Science as Inquiry Activity 2 Group size Individuals Time you ll need 15 minutes or more Materials you ll need pen and paper calculator, if permitted Objective To estimate the amount of food necessary to sustain baleen whales Problem 1: How much do baleen whales eat? Blue whales generally consume around 3% of their weight in food each day, when they are on the feeding grounds. Their primary food source is krill, which they strain out of sea water with their baleen. Given that, calculate the following: 1. How many kilograms of krill does a blue whale that weighs 80,000 kilograms eat in aday? 2. If 10 krill weigh 150 grams, how many krill will it take to sustain the blue whale for a day? 3. If there is a kilogram of krill in every cubic meter of water, how many cubic meters of water must the blue whale filter in that day?

30 Vol. 2 - Page 30 Blue Whales & Krill Science as Inquiry How Do You Weigh A Car? Activity 3 Group size Individuals, pairs or small groups Time you ll need 30 minutes or so Materials you ll need ruler or tape measure a pen or pencil a piece of paper a tire pressure gauge 2 pieces of posterboard or cardboard access to a parked car, bus or truck Objective To learn one method for weighing a vehicle, and to infer from that activity ways in which scientists might weigh whales. What to do Step 1: Weighing a Car First locate a nearby car, safely parked on a flat, smooth surface. The engine must be off, the parking brake must be on, and the owner must be asked for permission to use the vehicle as a test subject. Place one piece of posterboard under the front of one of the tires (push it under as far as you can), then put the other piece of posterboard under the back of the same tire. Measure the space between the two pieces of posterboard and record your results on paper (use inches or centimeters). Now do the same thing but with the posterboard under the inside and outside edges of the same tire. Record your results. The two measurements you took indicate the footprint of the tire the area of the tire that is touching the ground. You can get this area by multiplying the two measurements you took. The more weight a tire is holding up the larger its footprint will be. The area will be expressed as square inches or square centimeters depending on which scale you used. Use a tire pressure gauge to measure the how hard the air inside a tire is pushing on the tire s walls. If you measured the footprint in inches, use a pressure gauge that records in pounds per square inch. If you measured the footprint in centimeters, use a pressure guage that records in kilograms per square centimeter. Multiply the area by the tire pressure. The units of area will cancel out and the answer will be in pounds or kilograms. This tells you how much weight the tire is holding up. Now repeat this process to get the footprint and air pressure of the other three tires. Record your results on paper. Add the results from the four tires. The sum should approximate the weight of the vehicle. If you can, check the vehicle s owner s manual for actual weight. How close were you? Sources of Error Even when taken with the best scales, measuring sticks, and gauges, a measurement is not exact. Errors can be due to many reasons. Scientists need to estimate the likelihood of errors and the reasons for them. In this car-weighing experiment, can you think of some sources of error? Consider these: INSTRUMENT ERROR perhaps the tire pressure guage is faulty; take measurements with three different gauges and see if there are differences in the readings of each one. RECORDING ERROR when you measure the distance between the posterboard pieces, have three or more people make the measurement; each person writes down his or her measurement and doesn t tell anyone else. After everyone has measured, compare the results. Are they all the same? ASSUMPTION ERROR this experiment assumes that only air pressure is holding up the car and that all the tires do is contain the air. In reality it s likely that the sidewalls of the tires are also helping to hold up the car. If you let all the air out of the tires (DON T DO IT!), the deflated tires would still hold up part of the car s weight and it would not fully settle onto the wheels. Even with the likelihood of error, experiments are valuable because they help to approximate the measurement of a quantity or phenomenon. Weighing A Whale Now that you ve experimented with weighing a car, can you think of any clever ways to weigh whales? How? What tools would you need? How accurate do you think your measurement would be? Would you have to kill the whale? How did whalers weigh whales? What are the probable sources of error?

31 Vol. 2 - Page 31 Blue Whales & Krill Science as Inquiry Getting a Feel for Measurement Activity 4 Group size Pairs or small groups Time you ll need 1-2 hours Materials you ll need yardstick meter stick scale (capacity 10 lb. or 5 kg) with read-outs in both grams and ounces/pounds coins (100+ pennies, 10+ dimes, 2+ nickels, 2+ quarters, various foreign coins), balls, books, various objects to measure English Objective To work with various units of measurement and develop a sense for relative sizes of units. Background To measure objects, animals, materials, places and other parts of nature, we need units to express our results. What is a unit of measurement? It is a precisely specified quantity that we can use to state the size of other quantities of the same kind. The precise size of a unit is agreed upon by everyone. Suppose a friend told you her hand was 5 inches long, from the bottom of her palm to the tip of her middle finger. With a ruler you could measure your own hand to see if it s longer or shorter. Maybe someone else told you her hand measured 127 millimeters. Is that bigger, smaller, or the same as your first friends hand? In the United States almost everyone uses what is called the English System of Measurement. Other countries and all scientists use the Metric System. The metric system is much easier because all units relate to each by scales of ten. Compare how English Units relate to each other compared to how Metric Units relate to each other. Which system looks easier? It helps to know and every scientist in the U.S. must know how to convert from one system to the other. Metric Length 12 inches =1 foot 1 millimeter = 10 centimeters 3 feet =1 yard 100 centimeters = 1 meter 5,280 feet =1 mile 1000 meters = 1 kilometer Weight grains = 1 ounce 1000 milligrams =1 gram 16 ounces = 1 pound 1000 grams = 1 kilogram 2000 pounds = 1 short ton 1000 kilograms = 1 metric ton To convert inches to centimeters multiply inches (in.) by 2.54 to get centimeters (cm). To convert feet to meters multiply feet (ft.) by to get meters (m). To convert pounds to kilograms (kg) multiply pounds by to get kilograms. To do Try to get a feel for the size of various units of measurement. With your metric ruler, try to find some familiar object that is about 1 mm, or 1 cm, or 1 m in thickness, length, diameter, width or height. Try coins (About how many millimeters thick is a dime coin?) and fingers, balls, books, sheets of paper. Using one ruler with inches (a yard stick) and one with centimeters (a meter stick) find out: Is a centimeter shorter or longer than an inch? Is a foot longer or shorter than a meter? How tall are you in centimeters? Stand against the wall and have a friend make a small pencil mark on the wall at the top of your head. Then measure from the floor. With a scale weigh various small objects How many grams does one dollar s worth of pennies weigh? Which is heavier, 10 grams or 1 ounce? Which is heavier, 2 pounds or 1 kilogram? If a blue whale weighs 176,000 pounds, how many kilograms does it weigh? How many metric tons does it weigh? If a car weights one short ton, how many kilograms does it weigh? Select an object, e.g., a book, a shoe, a ball. Estimate the object s weight in grams. Estimate its weight in ounces. Weigh it. How close was your guess? Estimate its length in inches; in centimeters. Measure it. How close was your estimate? Keep trying with various objects and see if you can improve your estimating.

32 Vol. 2 - Page 32 Blue Whales & Krill Science as Inquiry Jokes for the Metric-wise Activity 5 Objective While those who must use the English system are spending all that time converting measurements, those who know metric can relax and enjoy these jokes microphones = 1 megaphone 10 6 bicycles = 2 megacycles 500 millinaries = 1 seminary 2000 mockingbirds = 2 kilomockingbirds 10 cards = 1 decacards 1 2 lavatory = 1 demijohn 10-6 fish = 1 microfiche graham crackers = 1 pound cake 1 unit of suspense in a mystery novel = 1 whod unit pins = 1 terrapin boulevard = 1 Pico Boulevard (Los Angeles) picolos = 1 gigolo 10 rations = 1 decoration 100 rations = 1 c-ration 10 millipedes = 1 centipede tridents = 1 decadent 10 monologues = 5 dialogues = 1 decalogue or.75 demagogue 2 monograms = 1 diagram 8 nickles = 2 paradigms 2 snake eyes = 1 paradise 2 wharves = 1 paradox

33 Resources Vol. 2 - Page 33 Blue Whales & Krill Backgrounder Whale Biology Blue Whale Blue Whale Balaenoptera musculus (Mysticeti Baleen Whales) The largest animals living on Earth eat shrimp shorter than your eyebrow. Of course it takes a lot to make a meal for a whale that weighs as much as 8 school buses. In Whales, you will see blue whales feeding in the rich ocean off California. A single krill -shrimp may weigh only about half an ounce (about 15 grams). But in a single day, when food is abundant, an adult blue whale may ingest eight tons (around 7,300 kg) of krill. Blue whales are the largest living animals. Everything about them is big. A heart the size of a small car pumps blood to a tail almost 100 feet (30 m) to the rear. An adult blue whale weighs at least 88 tons (80,000 kg). Compare that to an elephant that may weigh 4.5 tons (4,000 kg). Look at it this way: if a relatively small blue whale (about 60 feet long) stood straight up in the water, a human snorkeler would have a hard time diving down to see its tail. A century or more ago, the world s oceans were home to more than 300,000 blue whales. By 1960, worldwide whaling by factory ships using harpoons with explosive heads had reduced blue whale populations to less than 20,000. They are now protected internationally. However, DNA analysis of whale meat in Asian markets has revealed blue whale flesh for sale labeled as another species. Blue whales are long, relatively slim whales with a small dorsal fin set far back on the body. At birth, a blue whale calf is already 23 feet long (7 m). It will suckle milk from its mother for about eight months. When it is weaned, the young calf will be about 49 feet long (15 m), having added about 200 pounds of weight per day (90 kg). At adulthood (reached after 10 years of growth) males are slightly shorter (74 feet long; 22.5 m) than females (79 feet long; 24 m). Despite their name, blue whales are more light gray than blue and often mottled with grayish or whitish splotches. Old-time whalers sometimes called Antarctic blues sulfurbottomed whales. In cooler waters, diatoms (tiny single celled marine plants) accumulate on the skin of the whale s belly giving it a yellowish cast. Large as they are, blue whales feed on shrimplike animals called krill (usually Euphausia superba) about the size of a baby s finger. A single krill -shrimp may weigh only about half an ounce (about 15 grams). But in a single day, when food is abundant, an adult blue whale may ingest eight tons (around 7,300 kg) of krill. Krill aggregates in dense swarms within 328 feet (100 m) from the surface. Blue whales seem to be relatively shallow feeders since they eat almost exclusively krill. Blue whales can be seen offshore from coastlines in California, Mexico, and NE Canada. But blues are much more a whale of the open sea than humpbacks and right whales, which aggregate in shallower nearshore waters during at least part of the year. Although blue whale populations are still much reduced due to whaling, they occur throughout the world oceans. In the north Pacific most blue whales appear to summer from Baja California, and southern and central California through the Gulf of Alaska and the Aleutian Islands. This population winters in the open waters of the tropical Pacific. In the Atlantic, blues summer from the Gulf of St. Lawrence and Greenland north to the pack ice edges and from Iceland and the British Isles and southern Norway to Murmansk and Spitsbergen. For North Americans the best places to see blue whales are off southern and central California, and inside the Gulf of St. Lawrence where they can be seen from cliff tops in late summer and early fall.

34 Vol. 2 - Page 34 Eye of the Whale Eye of the Whale In the haze of the sea, even the great whale cannot rely only on its eyesight.

35 Vol. 2 - Page 35 Eye of the Whale Eye of the Whale Choose a Science Theme The Vision Scene Resource supports learning plans for the themes highlighted below. Press the highlighted bar for the theme you wish to explore. Life Science P h y s i c a l S c i e n c e Earth Science Science as Inquiry Science in Society Nature of Science Whales & Words Whale Biology

36 Resources Vol. 2 - Page 36 Eye of the Whale Backgrounder Life Science Eye of the Whale Structure and Function In Living Systems Specialized cells perform specialized functions in multicellular organisms. Groups of specialized cells cooperate to form a tissue, such as muscle and nerves. Different tissues are in turn grouped together to form larger functional units called organs. Each type of cell, tissue and organ has a distinct structure and set of functions that serve the organism as a whole. The eye is a camera that not only forms a picture but also transmits it in code to the brain via the optic nerves. All organisms have sensory structures that give them information about their environment. Survival depends ultimately on the ability to respond to such information. Every sense organ is a specialized structure consisting of one or more receptor cells and accessory tissues. Receptors are classified according to the nature of their stimulus. Most animals are equipped with mechano-receptors (touch), chemo-receptors (smell and taste), and photoreceptors (sight).receptors and their cells not only have diverse functions and structures, but also connect in different ways with nerves. All receptors, however, generate nerve impulses. In the vertebrate eye, the receptor cells are the rods and cones, and the accessory structures are the cornea, lens, iris and retina. Receptor cells connect to central brain processing centers via the optic nerves. Vertebrate animals those with backbones such as mammals, birds, reptiles, amphibians, and fish rely heavily on the sense of sight. Vertebrate visual systems are complex and involve components from cellular to the organ level. Marine mammals such as whales have eyes adapted for seeing underwater and occasionally in air. Anatomy of the Eye The vertebrate eye is like a camera that forms a picture. The visual system transmits the image in biochemical code to the brain via the optic nerves. The human eye is similar to the eyes of other mammals, whales included. Here s how your eye (and a sheep s and a cow s) works: Light reflects or is generated from objects in the world and enters your eye through the cornea, the tough, clear tissue covering the front of your eye. Because the tissue of the cornea is much denser than air, light is refracted as it passes into your eye. This initial refraction begins the focusing process. Light then passes through the pupil, the dark hole at the center of the iris. The muscular iris expands or contracts to regulate the amount of light transmitted through the pupil. Your eye s lens then focuses the corneally refracted light to make an image on your retina, a thin layer of light-sensitive cells that lines the back of your eyeball. These cells, the rods and cones, send electrical impulses to the brain via the optic nerve. The brain interprets these signals as images. Anatomy of the Camera Like a human eye, a camera has three main parts: a focusing system (lens) a way to control the amount of light coming in (aperture and shutter) a light sensitive chemical layer that records images (film) A camera has an adjustable aperture like a pupil. The size of the hole is measured in f-stops. A still camera s shutter opens very briefly to allow light into the camera and then shuts. continued

37 Resources Vol. 2 - Page 37 Eye of the Whale Backgrounder Life Science Eye of the Whale continued upside-down image recorded on film Optic nerve Optic disc shutter Fovea CAMERA HUMAN EYE Retina Sclera Choroid (Typical shutter speeds are 1/60th to 1/250th of a second.) Light hits the chemical suspended in the emulsion of film, carried on a plastic strip. When light in a human eye strikes the retina s nerve cells, it chemically changes them. When light hits a camera s film, it changes the chemicals in the emulsion. These changes are developed and fixed by another series of chemical treatments. Lens viewfinder for aiming camera toward subject aperture lens Medial rectus Conjunctiva Ciliary body Iris Pupil light rays entering camera adjustable iris controls size of aperture Cornea Aqueous humor There is a basic difference between the way that a human eye (or sheep or cow eye) and a camera focus the incoming light. A camera focuses by moving the lens system closer or farther away from the film. In a human eye a single lens is focused by muscles that tighten and stretch the lens into a flatter shape, or relax and let it form a thicker shape. As humans age, their ability to focus their eyes changes. The lens becomes harder and less flexible and the muscles that stretch it weaken. That s why almost everyone over a certain age wears glasses to read. Vision in the animal world varies widely, from simple photoreceptors to complex eyes. Starfish have photoreceptors on their tube feet that simply perceive light and the direction of its source. Earthworms and sea urchins have areas called eyespots, clusters of photosensitive cells, that detect light. Eyespots in protozoa or flatworms are photoreceptors rather than eyes because they are incapable of forming images. The development of a lens which could concentrate light on a group of photoreceptors was an essential evolutionary step from photoreceptors to true eyes. Only three of the major phyla of animals have developed well-formed, image-resolving eyes: the arthropods (insects, spiders and crabs), cephalopods (octopus, squid), and vertebrates. There is no anatomical, embryological or evolutionary connection between the three different types of eyes in these phyla. However, the chemistry of the visual process is very nearly the same for each of them. In all three the pigments which absorb the light that stimulates vision are made of vitamin A, in the form of its aldehyde, called retinal, joined with specific retinal proteins called opsins. The complexity, size and placement of an animal s eyes are critical to its survival. Insect Lateral rectus Suspensory ligament continued

38 Resources Vol. 2 - Page 38 Eye of the Whale Backgrounder Life Science Eye of the Whale continued eyes are very different from human eyes. They can have two types of eyes, simple or compound. Sometimes they have both. The simple eye is a small, rounded, clear lens which can distinguish only light and dark, and only sometimes sees color. These are found on caterpillars or on the foreheads of adult insects. The compound eye is made up of hundreds of tiny pieces placed together in a honeycomb pattern. Each of these pieces is shaped like a long, pointed tube. The broad end of each tube reaches the outside of the eye and contains a clear lens. The thin end is joined to a special type of cell that converts light into electrical signals, each color of light producing a different signal. The compound eye, therefore, sees the world as a sort of jigsaw puzzle of tiny images, each tube producing a tiny part of the overall picture. This adaptation allows insects extreme peripheral vision, which helps them to detect predators. The lenses in the insect s compound eyes do not move, so they do not produce sharp images. The most they produce is a fuzzy pattern of light, dark and color. Many insects can only see if an object moves or if it is very close to them. Insect s compound eyes have lots of tiny hairs, knobs, or pits on them. These are special sense organs that insects use to smell, taste, and feel, something no other animal can do with their eyes. Whale eyes show many modifications to life in the sea. The difference between refractive indexes of the whale s cornea and seawater are slight, so little focusing of the light beam takes place at the seawater/cornea interface. As a result,the whale s lens is thicker and rounder. Whales seem to lack interocular muscles, suggesting that focusing is either less important or is accomplished differently. The sclera of the whale s eye is much thicker, perhaps as an adaptation to pressure, or to provide insulation from intense sound. Much more research is needed on the eyes of whales. Compound eyes insect lens pigment cell sensory cell optic nerve Camera eyes octopus iris optic ganglion lens Light-sensitive cells epidermal light-sensitive cell flatworm or annelid cuticle epithelial cells retinella lens cornea optic nerve optic nerve nucleus

39 Vol. 2 - Page 39 Eye of the Whale Life Science Eye of the Whale Choose an Activity The activities listed below will enable your students to experiment with their sense of vision within the theme of Life Science. Press the corresponding bar for the activity you wish to explore. You can return to this page to select a different activity by clicking the button at the top of any activity page, or you can scroll through the activities using the forward and backward arrows. When you have completed all of the activities, click on the button to choose a different theme to explore. Activity 1: Afterimages Activity 2: Fish Bowl Activity 3: Peripheral Vision

40 Vol. 2 - Page 40 Eye of the Whale Afterimages Life Science Activity 1 Group size Individuals Time you ll need 30 minutes or less Materials you ll need a flashlight white paper opaque black tape (electrical or photo tape) a blank wall Objective In this activity students will learn how prolonged stimulation of the retina creates afterimages and how the perception of those afterimages varies depending on distance. They will also be encouraged to experiment with adaptation to light and dark. What to do Tape a piece of white paper over the lens of a flashlight. Cover most of the paper with strips of opaque tape. Leave an area in the center of the lens uncovered so that light can shine through. This area should be a recognizable shape, such as a square or triangle. In a darkened room, turn the flashlight on, hold it at arm s length, and shine it into your eyes. Stare at one point of the brightly lit shape for about 30 seconds, then stare at a blank wall and blink a few times. Notice the shape and color of the image you see. Try again, first focusing on the palm of your hand and then focusing on a wall some distance from you. Compare the size of the image you see in your hand to the size of the image you see on the wall. Close your left eye and stare at the bright image with your right eye. Then close your right eye and look at the white wall with your left eye. You will not see an afterimage. What s happening? You see because light enters your eyes and produces chemical changes in your retina, the light-sensitive lining at the back of your eyes. Prolonged stimulation by a bright image (here, the flashlight) desensitizes part of the retina. When you look at the white wall, light reflecting from the wall shines onto your retina. The area of the retina that was de-sensitized by the bright image does not respond as well to this new light input as the rest of the retina. Instead, you ll see a negative afterimage, a dark area that matches the original shape of the light source. An afterimage may remain for 30 seconds or longer. The apparent size of the afterimage depends on the size of the image on your retina and also on how far away you perceive the image to be. When you look at your hand, you see the negative afterimage on your hand. Because you hand is near you, you see the image as relatively small no bigger then your hand. When you look at a distant wall, you see the negative afterimage on the wall. But it is not the same size as the afterimage you saw on your hand. You see the afterimage on the wall as much bigger large enough to cover a considerable area of the wall. The afterimage is not actually on either surface but on your retina. The actual afterimage does not change in size; only your interpretation of its size changes. This helps explain the common illusion that the moon is larger when it is on the horizon than when it is overhead. The disk of the moon is the exact same size in both cases, and its image on your retina is the same size. So why does the moon look bigger in one position than in the other? One explanation suggests that you perceive the horizon as further away than the sky overhead. This perception might lead you to see the moon as a large disk when it is near the horizon (just as you saw the afterimage as larger when you thought it was on the distant wall), and as a smaller disk when it is overhead (just like the smaller afterimage in the palm of your hand). Negative afterimages do not transfer from one eye to the other. This indicates that they are produced on the retina and not in the visual cortex of the brain where signals would have been fused together. continued

41 Vol. 2 - Page 41 Eye of the Whale Life Science Afterimages continued Activity 1 Further exploration For up to 30 minutes after you walk into a dark room, your eyes are adapting. At the end of this time, your eyes may be up to 10,000 times more sensitive to light than they were when you entered the room. We call this improved ability to see night vision. Night vision is caused by the chemical rhodopsin, which is contained in the rods and cones of your retina. Rhodopsin, commonly called visual purple, is a light-sensitive chemical composed of vitamin A and the protein opsin. You can use the increased presence of rhodopsin to take afterimage photographs of the world. Here s how: Cover your eyes to allow them to adapt to the dark. Be careful that you do not press on your eyeballs. It will take at least 10 minutes to store up enough visual purple to take a snapshot. When enough time has elapsed, uncover your eyes and look at a well-lit scene for half a second (just long enough to focus on the scene), then close you eyes again. You should see a detailed picture of the scene in purple and black. After a while the image will reverse to black and purple. You may take several snapshots after each 10-minute adaptation period.

42 Vol. 2 - Page 42 Eye of the Whale Fishbowls Life Science Activity 2 Group size Pairs or small groups Time you ll need 30 minutes or more Materials you ll need 4 pieces of white posterboard or paper 1 piece each of bright red, blue and green construction or contact paper a black marker glue or a glue stick What to do Cut a simple fish shape out of each of the pieces of colored paper, then glue each one to the center of a piece of white posterboard or paper. Draw a small eye on each fish with your black marker. On the fourth white board draw a fish bowl. Place the boards in a well-lit area. (Bright lighting is a significant factor in making this effect work well.) Stare at the eye of the red fish for seconds and then quickly stare at the fish bowl. You should see a bluish-green (cyan) fish in the bowl! Now repeat the process, staring at the green fish. You should see a reddish-blue (magenta) fish in the bowl. Finally, stare at the blue fish. You should see a yellowish fish in the bowl. What s happening? The ghostly fishes that you see are called afterimages. An afterimage is an image that stays with you even after you have stopped looking at the object. The changes in the color of the fish you see are simple to explain. The back of your eye is lined with light sensitive cells called rods and cones. Cones are sensitive to colored light, and each of the three types of cones is sensitive to a particular color range. If one or more of the three types of cones becomes fatigued to the point where it responds less strongly than it normally would, the color you perceive from a given object will change. So, when you stare at the red fish, the image falls on one region of your retina. The redsensitive cells in that region start to grow tired and stop responding to red light. The white board with the bowl on it reflects red, blue and green light to your eyes (since white light is made up of all these colors). When you shift your gaze from the red fish to the white board, the fatigued red-sensitive cells don t respond to the reflected red light, but the blue-sensitive and green-sensitive cones respond strongly to the reflected blue and green light. As a result, you see a bluish green or cyan fish. When you stare at the green fish, your greensensitive cones become fatigued. Then, when you stare at the white board your eyes respond only to the reflected red and blue light, so you see a red-blue or magenta fish. Similarly, when you stare at the blue fish the blue-sensitive cones become fatigued and the reflected red and green light combines to form a yellow fish.

43 Vol. 2 - Page 43 Eye of the Whale Peripheral Vision Life Science Activity 3 Group size Pairs or small groups Time you ll need 45 minutes or more Materials you ll need posterboard, cardboard, foamcore, or the like (12 inches x 24 inches) a pushpin to use first in drawing a circle, then as a point of reference) a pencil scissors a piece of string about 2 ft. long a small plastic cup one 6" length of 1" x 1" wood or a few 3" x 5" index cards glue marking pens in different colors What to do Stick the pushpin, point down, halfway along the 2 foot edge of the posterboard (or whatever board you use as the base). Tie the pencil to one end of the string and wrap the other end of the string around the pushpin to improvise a compass. Draw a half-circle with a 1 foot radius. Now shorten the string and draw another, smaller half-circle, about 3/4" in diameter. Cut these both out. The small circle should be just big enough for your nose. Now stick the pushpin in at the edge of the half-circle, directly across from the nose hole. This will be your focus object. Use glue to attach the plastic cup to the bottom of the posterboard. The cup will be the handle. Use the marking pens to draw simple shapes (rectangles, square, triangles), each in a different color, on the faces at one end of the length of wood or on the index cards. Using the cup as a handle, hold the posterboard base up to your face and put your nose in the center hole. Have your partner hold the wood or index card so that it is against the curved side of the base, as far from the focus object (pushpin) as possible. Keep your eyes on the focus object while your partner moves the colored shape around the outside edge until you can see it. Note the angle where you first see it. Have your partner keep moving colored shape toward the focus object. Note the angle at which you first detect color. Then note the angle at which you first identify the shape itself. Have your partner try this experiment again with a different shape and color. You ll probably find that your partner has to move the wood or index card surprisingly close to the focus object before you can identify the color and shape. (Try not to give in to the temptation to move your eyes stay focused on the pushpin!) What s happening? Your retina the light-sensitive lining at the back of your eye is packed with light-receiving cells called rods and cones. Only the cones are sensitive to color. These cells are clustered mainly in the central region of the retina. When you see something out of the corner of your eye, its image is focused on the periphery of your retina, where there are few cones. Thus, it isn t surprising that you can t distinguish the color of something you see out of the corner of your eye. However, at night the rods in your retina help you to see dimly lighted objects. If you want to see an object better at night, try looking at it with your sensitive peripheral vision. continued

44 Vol. 2 - Page 44 Eye of the Whale Life Science Peripheral Vision continued Activity 3 The rods are more evenly spread across the retina, but they also become less densely packed towards the outer regions of the retina. Because there are fewer rods, you have limited ability to resolve the shapes of objects at the periphery of your vision. In the center of your field of vision is a region in which the cones are packed tightly together. This region is called the fovea. This area, which is relatively small, gives you the sharpest view of an object. The fraction of your eye covered by the fovea is about the same fraction of the night sky covered by the moon. You can demonstrate this effect more simply by focusing on one word on a page and trying to simultaneously make out other words to the left or right. You may be able to read a word or two, depending on how far the page is from your eyes. But the area that you can see clearly is the area imaged on the fovea of your eye. Generally, you are not aware of the limitations of your peripheral vision. You think you have a clear view of the world because your eyes are always in motion. Peripheral vision is very sensitive to motion, a characteristic that probably had strong adaptive value during the earlier stages of human evolution.

45 Resources Vol. 2 - Page 45 Eye of the Whale Backgrounder Physical Science Eye of the Whale Light interacts with matter by transmission (including refraction, absorption, or scattering (including reflection). To see an object, light from that object emitted by or scattered from it must enter the eye. Electromagnetic Spectrum. The small visible range (shaded) is shown enlarged below. violet blue green yellow orange red visible light A ll organisms have sensory structures that give them information about their world. Survival depends ultimately on an animal s ability to interpret and respond to such information. Light is an important source of information about the frequency (in hertz) X rays radar waves microwaves gamma rays ultraviolet light infrared rays television waves radio waves ELF(extremely low frequency) waves wavelength (in centimeters) environment. Almost every kind of organism responds to light in some way. Most vertebrate animals (i.e., animals with backbones, like fish, frogs, snakes, birds, whales, cows and humans) have well developed organs for sensing light eyes. To understand how eyes work, we must also understand light and its qualities. What is Light? Light is a type of electromagnetic radiation. Visible light (light we humans can see) is a relatively small band of energy within the much wider electromagnetic spectrum. Light travels in electromagnetic waves, as do other forms of energy, including radio waves, microwaves and ultraviolet waves. Much of the electromagnetic spectrum is invisible to humans. Animals vary in their ability to see certain wavelengths. For example, humans cannot see ultraviolet light but many insects can. All wavelengths of the electromagnetic spectrum travel at the speed of light. Each class of waves has different ranges of wavelengths. Radio waves and microwaves have relatively long wavelengths. X-rays and gamma rays have shorter wavelengths. Light s Speed An important quality of light is the speed at which it travels. Einstein showed that the speed of light in the vacuum of space, symbolized by c, is a universal constant, about 186,000 miles per second, or 300,000 km/s. (That is the c in his famous equation E=mc 2 ; what do E and m stand for?). But animals live in air and water, not in space. While light travels at c in space, it travels more slowly in the dense atmosphere of earth. The speed of light is affected by the density of the material through which it travels. Light travels more slowly in air, in water, in glass. Light is changed when the density of the material through which it is traveling changes. continued

46 Resources Vol. 2 - Page 46 Eye of the Whale Backgrounder Physical Science Eye of the Whale continued Cloud For example, when sunlight strikes water suspended in the air mist or rain several things happen. Light can be reflected back in the direction it was traveling; it can be scattered (i.e., reflected among water and dust particles), and it can be refracted. Refraction is the bending of light as it changes speed in passing from one transparent material to another. Color The color of visible light depends on its wavelength. Sunlight, which we call white light, is a mixture of many wavelengths and therefore, many colors. As far as human perception is concerned, white light can be approximated quite well by a mixture of just three colors, out of the many. These three colors, loosely called red, green and blue, are given the name additive primary colors. Mixing these colors can fool the eye into perceiving any color we wish. (This is how a color television tube works.) Different colors (wavelengths) of light are bent by different amounts. Long wavelength light is refracted more than short wavelength light. As sunlight passes through a glass prism or mist in the sky, for example, the many colors (different wavelengths) are spread out into the multicolored band we call the rainbow. Sunlight in the Sea Dust and water vapor in the air affect light, as a rainbow demonstrates. But the much greater density of seawater affects light even more than air does. Much of the sunlight shining on the sea surface is reflected. The sunlight that does enter the sea is scattered and absorbed. Light bounces among the water molecules and is scattered far more than in air. Water molecules struck by light rays absorb their energy and vibrate as the light s energy is converted to heat. The light energy of some colors is converted into heat nearer to the surface than the light energy of other colors. Red is absorbed first; blue persists much deeper. Light persists longer in clear water. In cloudy water, light is absorbed sooner by suspended particles and microscopic plants and animals. Eventually all the light is absorbed and darkness prevails. A whale swimming at 330 feet deep (100m) in Alaskan waters sees very little and must rely on sound for sensing the environment. At the same depth in the clearer waters of Hawaii, a whale can sense the blue twilight of the ocean. Scientists know much more about the eyes of land animals, such as humans, sheep and cows, than they know about the eyes of whales and dolphins. Although comprised of the same basic parts and plans, whale eyes show many adaptations to living in water. Many of these are correlated with the effects of seawater on light. The following activities are designed to encourage experiments into the nature of light. To understand how vision works in whales or in humans we need to understand the characteristics of light. Depth (m) Angle of Incidence Surface (interface) Water Violet Red Orange Yellow Green Blue Scattered by Particles

47 Vol. 2 - Page 47 Eye of the Whale Physical Science Eye of the Whale Choose an Activity The activities listed below will enable your students to experiment with their sense of vision within the theme of Physical Science. Press the corresponding bar for the activity you wish to explore. You can return to this page to select a different activity by clicking the button at the top of any activity page, or you can scroll through the activities using the forward and backward arrows. When you have completed all of the activities, click on the button to choose a different theme to explore. Activity 1: Mirror, Mirror Activity 2: Fire in the Water Activity 3: Disappearing Glass Rods Activity 4: Red Bananas Activity 5: Colored Shadows Activity 6: Splitting Sunlight

48 Vol. 2 - Page 48 Eye of the Whale Mirror, Mirror Physical Science Activity 1 Group size Adult demonstrator with one or more students Time you ll need 30 minutes or more Materials you ll need two pieces of mirror, about 6" x 6" (you can get safe, plastic mirrors cut to size at plastic supply houses, or you may use glass mirror tiles. If you use glass, bind the edges of the tiles with duct tape to decrease the likelihood of injury) duct tape a piece of cardboard, 12" x 12" or larger a protractor a pen or pencil a coin, or any small object What to do Place the two pieces of mirror side by side, face down, and tape them together. Stand the mirrors up with the hinge at the corner of your cardboard, reflective sides facing in. Place a small object on the cardboard between the mirrors. Move the mirrors so they are at different angles and note how many images of your object you see. What s happening? When you put an object between two mirrors, light from that object bounces back and forth between the mirrors before it reaches your eyes. Each time the light bounces off a mirror an image is formed. The number of images you see depends on the angle of the mirrors. A smaller angle means the light will bounce back and forth more times, so you ll see more images. Optional On one corner of your piece of cardboard, use a protractor to mark the following angles: 180, 90, 60, 45, 36, 30 and 20. Demonstrate this rule: The number of images you see equals 360 divided by the angle of the mirrors minus one. At 90, for example, you should see three images: 360/90-1=3. Note This is a good activity to introduce experimentation using simple apparatus, and to introduce the idea that light waves travel in a straight line until they strike another substance. Even if younger students are not ready for the protractor, they can still benefit from the concept of angles, easily demonstrated with the hinged mirrors. The adult demonstrator can pre-mark angles on a sheet of cardboard as described in the Optional Exercise. Students can match the hinged mirrors to the angles, then place the object between them and count the number of images they see. Are there more images with bigger angles or with smaller angles?

49 Vol. 2 - Page 49 Eye of the Whale Fire In The Water Physical Science Activity 2 Group size Pairs, or small groups Time you ll need 30 minutes or less Materials you ll need a clear water-glass, 3/4 full of water a candle (a small votive works best because it will stand on its own, but a regular candle no taller than your glass will work if secured) a clean sheet of glass, approximately 5" x 7" (this can be taken from a picture frame) a piece of cardboard, at least 12" x 18" some modeling clay or FunTak some matches or a lighter What to do On a table, place the candle, the glass, and the jar with water about 6" apart, as shown in the diagram. The candle and plate glass can be secured with modeling clay or FunTak. Place the cardboard on the edge of the table closest to you, and secure it with modeling clay or FunTak. Be sure that it is high enough to block your view of the candle when you stand at the edge of the table and low enough that you can see the glass plate and the jar. Stand at the edge of the table and look over the cardboard so you see the jar of water through the glass plate, but you can t see the candle. Have your partner carefully light the candle. Do you see a candle burning underwater? (If this image does not appear, adjust the distances between the jar and the candle until it does. If the flame is above the water level of the jar, either add more water or use a shorter candle. Next, have your partner empty the water from the jar, then put the jar back in its place. Have your partner then slowly pour water back into the jar while you look through the glass plate at the jar. As the water rises you ll expect the candle flame to be extinguished. But what happens? Let your partner try this experiment, too! What s happening? In this experiment, the clear glass plate acts as both a window and a mirror. You see the jar of water when you look through the glass plate, but you also see the reflection of the candle onto the glass plate. These two images combine to create the illusion of fire under water!

50 Vol. 2 - Page 50 Eye of the Whale Physical Science Disappearing Glass Rods Activity 3 Group size Individuals, pairs, or small groups Time you ll need 15 minutes or more Materials you ll need Wesson oil. (regular, not lite, because of the refractive index) One or more Pyrex stirring rods or other small, clear glass objects A beaker Optional: a glass eyedropper, a glass magnifying lens What to do Pour some Wesson oil into the beaker. Immerse a glass object in the oil. Notice that the object becomes more difficult to see. Only a ghostly image of the object remains. Experiment with a variety of glass objects, such as clear marbles, lenses, small glassware. Some will disappear more completely than others. You can make a glass eyedropper disappear before your eyes by immersing it then sucking oil up into the dropper! If you immerse a magnifying lens in the oil you may notice that it does not magnify images when it s submerged. What s happening? When light traveling through air encounters a glass surface at an angle, some of the light reflects. The rest of the light keeps going, but it bends or refracts as it moves from the air to the glass. You see a clear glass object because it both reflects and refracts light. When light passes from air into glass, it slows down. It is this change in speed that causes the light to reflect and refract as it moves from one clear material (air) to another (glass). Every material has an index of refraction that s linked to the speed of light in the material. The higher a material s index of refraction, the slower light travels in that medium. The refractive index of air is 1.0; the refractive index of Wesson oil and Pyrex is The smaller the difference in speed between two clear materials, the less reflection will occur at the boundary and the less refraction will occur for the transmitted light. If a transparent object is surrounded by another material that has the same index of refraction, then the speed of light will not change as it enters the object. No reflection and no refraction will take place, and the object will appear invisible. Wesson oil has nearly the same index of refraction (n) as Pyrex glass (n=1.474). Different glasses have different indices of refraction. In Wesson oil, Pyrex disappears, but other types of glass remain visible. A lot of laboratory and home glassware is made from Pyrex glass. For most Pyrex glass, the matching of the refractive index with Wesson oil is not perfect because glass can have internal strains that make its index of refraction vary at different places in the object. Even if you can match the index of refraction for one part of a Pyrex stirring rod, the match will not be uniformly perfect. That is why a ghostly image of the rod remains with even the best index matching. Incidentally, clear acrylic plastics (e.g., Plexiglas, Lucite) have almost the same refractive index as seawater so there is no bending of light as it passes from the plastic into seawater. The huge viewing windows in large public aquariums and oceanariums can be 12 inches thick. But because they are made of acrylic, they afford a very clear view of the water and ocean life they enclose.

51 Vol. 2 - Page 51 Eye of the Whale Red Bananas Physical Science Activity 4 Group size Individuals or small groups Time you ll need 20 minutes or more Materials you ll need a shoe box, with a large rectangular hole cut in the top of it and a small hole cut in one end of it one piece each of red and green cellophane (large enough to cover the hole on the top of the box) scissors a flashlight a green apple a banana a playing card (either a heart or a diamond) What to do First cut the holes in the shoe box: a large rectangular hole on the top, and a small hole in one end of the base. Tape the green cellophane to the underside of the lid to cover the hole. Place the fruit and the card inside the box, and put the lid on. Position the flashlight in the hole on the end of the box. In a dark room, turn on the flashlight. What color are the objects in the box? The green apple looks greener, the banana has a green tinge, and the playing card looks black. Now replace the green cellophane with the red cellophane and see what colors the objects are. The banana should now probably appears reddish, the green apple dark, and the playing card completely red so that the hearts disappear. What s happening? Red green and blue are the primary colors of light. The can be combined to form white light, or mixed in pairs to form secondary colors. This mixing is called additive coloration. The colors we perceive most objects in the world to be, however, depend on color subtraction. Objects absorb (subtract) the colors of light falling on them and reflect the rest. These reflected colors create the colors we perceive objects to be. For example, the red heart or diamond on your playing card looks red because it reflects light from the red part of the spectrum and absorbs the other colors. In a beam of light that doesn t contain red (i.e. with a green filter) the shapes on the card look black because there is no red light to reflect. The white background of the card appears to be the same color as whatever light is shining on it, since white reflects all colors equally.

52 Vol. 2 - Page 52 Eye of the Whale Colored Shadows Physical Science Activity 5 Group size Pairs, small groups or large groups Time you ll need 45 minutes or more Materials you ll need A white surface (A white wall, white posterboard or white paper taped to cardboard work best. Do not use a beaded or metal slide projection screen.) Red, green and blue light bulbs or flood lamps, one of each color. (Smaller bulbs work well for use with a small group, bigger bulbs are better for a larger-scale demonstration.) Three light sockets or any arrangement that will allow you to simultaneously direct all three lights to the same place on the white surface. (A power strip with plug in light sockets works well.) Any solid object, such as a pencil, ruler, finger etc. What to do Set up the bulbs and screen in such a way that the light from all three bulbs falls on the same area of the screen and all bulbs are approximately the same distance from the screen. For best results, put the green bulb in between the red and blue bulbs. Make the room as dark as possible, then turn on the lights and adjust the positions of the bulbs until you obtain the whitest light on the area of the screen where the three lights mix. Place a narrow, opaque object, like a pencil, fairly close to the screen. Adjust the distance from the screen until you see three distinct colored shadows. Remove the object and turn off one of the colored lights. Notice how the color on the screen changes. Replace the object in front of the screen and notice the color of the shadows. Move the object close to the screen until the shadows overlap. Notice the color of these combined shadows. Repeat the previous step with a different light turned off and the other two remaining on, then try it a third time so you ve tried all the possible combinations. Then try the same experiment with one bulb on at a time, then again with all three bulbs on. Try using different object, such as your hand, at different distances from the screen. What s happening? The retina of the human eye has three receptors for colored light. One type is most sensitive to red light, one to green light and one to blue light. With the three color receptors we are able to perceive more than a million different shades of color. When a red light, a blue light, and a green light are all shining on the screen, the screen looks white because these three colored lights are stimulating all three of the color receptors on your retina nearly equally, giving the sensation of white. Red, green and blue are, therefore, called additive primaries of light. With these three lights you can make shadows of seven different colors: blue, red, green, black, cyan (blue-green), magenta (a mixture of blue and red) and yellow (a mixture of red and green). If you block two of the three lights you get a shadow of the third color. For example, block the red and green lights and you ll get a blue shadow. If you block all three lights you ll get a black shadow. If you block one of the three lights, you get a shadow that is a mixture of the other two colors. If you turn off the red light, leaving only the blue and green lights on, the lights mix and the screen appears to be cyan. When you hold an object in front of this cyan screen, you will see two shadows: one blue and one green. In one place, the object blocks light coming from the blue light and leaves a green shadow. In the other place, it blocks light coming from the green bulb and creates a blue shadow. When you move the object close to the screen you will get a very dark (black) shadow, created as the object blocks both lights. When you turn off the green light, leaving the red and blue lights on the screen will appear to be magenta, a mixture of red and blue. The shadows will be red and blue. When you turn off the blue light, leaving the red and green lights on, the screen will appear to be yellow. The shadows will be red and green. continued

53 Vol. 2 - Page 53 Eye of the Whale Physical Science Colored Shadows continued Activity 5 It may seem strange that a red light and a green light mix to make yellow light on a white screen. A mixture of red and green light stimulates the red and green receptors on the retina of your eye. These same receptors are also stimulated by yellow light - that is, by light from the yellow portion of the rainbow. When the red and green receptors in your eye are stimulated, whether by a mixture of red and green light or by yellow light alone, you will see the color yellow. Further exploration Try using different colored paper for the screen and note the changes in colors and shadows. Also try letting light from each bulb shine through a hole in a card that is held an appropriate distance from the screen. You will see three separate patches of colored light, one from each lamp. If you move the card closer to the screen, the patches of light will eventually overlap and you will see the mixtures of each pair of colors. magenta red yellow white red light green light magenta blue cyan blue light

54 Vol. 2 - Page 54 Eye of the Whale Splitting Sunlight Physical Science Activity 6 Group size Adult demonstrator with one or more students. Time you ll need 20 minutes or more Materials you ll need a straight-sided, clear waterglass, or jar a piece of posterboard (or other rigid, thick paper) slightly larger than the glass, with a 1/2" vertical slit cut in it a sheet of white paper adhesive tape glass prism colored squares or filters What to do Fill a jar with water, then tape the card with the slit in it to the outside of the jar. Place the sheet of white paper close to a sunny window, then stand the jar on it. What do you see? What s happening? The color of the visible spectrum is projected on your sheet of white paper. As sunlight passes through the slit in the card it is refracted by the water in the glass. Light with long wavelengths, like red, is bent more than light with short wavelengths, like violet, so the colors separate as they emerge from the glass. Further research Visible light that appears white to our eyes, such as sunlight, is actually a mixture of colors a range of wavelengths. Prove this to yourself by performing another simple test: Instead of a water-filled jar, use a glass prism to focus sunlight on a piece of white paper so that the light waves are refracted (bent) into a range of colors (called the color spectrum). Creating this spectrum works best if you focus the light onto a piece of white paper which is in a shaded spot. Record the order of the colors. Back in the room, use crayons, colored pencils, etc. to draw a color spectrum. How does a prism refract light? Which wavelengths (colors) are the longest? shortest? Color can also be produced by the reflection and absorption of light. Try this simple test: In bright light record your observations when combining plastic squares colored by pigments. DO NOT LOOK DIRECTLY AT THE SUN; Let light shine through the squares. Use white paper behind colored squares for best results. Record the results below: 1. blue + yellow = 2. red + blue = 3. blue + green = 4. blue + magenta = 5. red + yellow = 6. orange + blue = 7. red + green = 8. all colors =

55 Resources Vol. 2 - Page 55 Eye of the Whale Backgrounder Whales & Words Eye of the Whale Language Arts Standard 5 Students employ a wide range of strategies as they write, and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Successful storytellers, whether they are writers or speakers, must make many decisions and answer, in their own minds, many questions about how they will tell their stories. Observing and reporting about the world can be done in at least two ways: 1. by describing it in the third person (e.g., As the killer whale approached, the humpback whale swam away rapidly. ) or, 2. by taking the personal point of view of another person or creature, (e.g., When I heard the frightening clicks and whistles of that hungry killer whale, I turned and swam away as fast as I could! ) Both choices require knowledge about the person or creature e.g., where it lives, what dangers and opportunities it faces. Telling the story in the first person also requires imagination and the creation of a voice for that other person or creature. Successful storytellers, whether they are writers or speakers, must make many decisions and answer, in their own minds, many questions about how they will tell their stories. Examples of such questions include: What is my purpose in telling the story to make the audience (my readers) laugh? be frightened? think clearly? be angry? be sad? be happy? learn new ideas and facts? adopt new attitudes? take some action? The answers, in turn, create other questions about methods, such as: What is my point-of-view as the story teller? What voice shall I use? What atmosphere and mood do I want to establish? The scene linked to this Backgrounder and its activities strengthens a discussion of Pointof-View and Subjective-Objective Balance. While we are looking at the whale in this scene, it is looking back at us (or at least at the camera operator who serves as our surrogate.) This staring whale can stimulate student-writers to consider and discuss the question of point-ofview. Related issues include the objective voice vs the subjective voice; and the need for research and disciplined imagination. A writer must clearly understand her or his choices and commit to them. Consistency in point of view and in the balance of objectivity and subjectivity are essential in good writing. A third-person narrator can straightforwardly report generally accepted formal explanations of the actions he or she describes. Such reporting is likely to be objective. However a third-person narrator can also describe actions and events in ways that slyly or openly influence the reader s opinion of the subject. Such reporting is subjective. An example of a narrative written from the first-person point of view follows: continued

56 Resources Vol. 2 - Page 56 Eye of the Whale Backgrounder Whales & Words Eye of the Whale continued Call me Ishmael. Some years ago never mind how long precisely having little or no money in my purse, and nothing particular to interest me on shore, I thought I would sail about a little and see the watery part of the world. It is a way I have of driving off the spleen, and regulating the circulation. Whenever I find myself growing grim about the mouth; whenever it is a damp, drizzly November in my soul; whenever I find myself involuntarily pausing before coffin warehouses, and bringing up the rear of every funeral I meet; and especially whenever my hypos get such an upper hand of me, that it requires a strong moral principle to prevent me from deliberately stepping into the street, and methodically knocking people s hats off then, I account it high time to get to sea as soon as I can. Moby Dick Herman Melville Here is an example of a narrative written from the third-person point of view: The great fish moved slowly through the night water, propelled by short sweeps of its crescent tail. The mouth was open just enough to permit a rush of water over the gills. There was little other motion: an occasional correction of the apparently aimless course by the slight raising or lowering of a pectoral fin as a bird changes direction by dipping one wing and lifting the other. The eyes were sightless in the black, and the other senses transmitted nothing extraordinary to the small, primitive brain. Jaws Peter Benchley

57 Vol. 2 - Page 57 Eye of the Whale Whales & Words Eye of the Whale Choose an Activity The activities listed below will enable your students to experiment with their sense of vision within the theme of Whales & Words. Press the corresponding bar for the activity you wish to explore. You can return to this page to select a different activity by clicking the button at the top of any activity page, or you can scroll through the activities using the forward and backward arrows. When you have completed all of the activities, click on the button to choose a different theme to explore. Activity 1: His Name Might Be Ishmael Activity 2: Point of View

58 Vol. 2 - Page 58 Eye of the Whale Whales & Words His Name Might Be Ishmael Activity 1 Group size From a single student to entire class Time you ll need minutes, or a homework Materials you ll need Samples of good writing in first-person and third person narrative, e.g., the Melville and Benchley selections in the accompanying Backgrounder. What to do Read the selections provided. Decide on the writer s point-of-view and subjective-objective balance. Evaluate the balance of subjectivity and objectivity in each selection. Consider such questions as: does Benchley make the reader like or dislike the shark; or does he give the reader a neutral description with no feeling? Does Melville create any opinion in the reader about Ishmael? Does Melville s choice of words affect the readers idea of Ishmael? Rewrite each selection in an alternative pointof-view. (i.e. if original is written in the first person, re-write it in the third person). Try to maintain the same objective-subjective balance. Read your re-written selection aloud. Ask the group to discuss such issues as: Is there any difference in feeling or objectivesubjective balance between the original selection and your re-written version? When statements change from first-person to third-person, is the meaning or nuance changed? For example is there any difference in Call me Ishmael. ; My name is Ishmael. ; His Name Was Ishmael. ; and His Name Might be Ishmael.? Is it more difficult to be objective in the firstperson narrative form? How can you think like a whale (and write in the first-person narrative) if whales don t think? Or do they? Do we know? What kind of assumptions must you make to write from the point-of-view of another person or creature? Do these assumptions affect the objectivesubjective balance?

59 Vol. 2 - Page 59 Eye of the Whale Point of View Whales & Words Activity 2 Group size Individuals Time you ll need 2 or more hours Materials you ll need paper and pen/pencil access to whale books (optional) a copy of the attached synopsis of humpback whale migration * To return here after you have browsed the Whale Biology Backgrounders, or Resources: in the Thumbnail and Page mode, click on the thumbnail of this page, page 59 in Bookmark and Page mode, click on Point of View use the Return to Previous Page button in the Acrobat toolbar (looks like two triangles pointing to the left) What to do In this activity you will write about whale migration from two perspectives or two points of view: as an observer and as the whale. A quick way to do some initial research to help you write your account is with Humpback Overview on this page, or use one of the Whale Biology Backgrounders. These are available by clicking on one of the following words: Right whale* Humpback whale* Blue Whales* Killer Whale* Or, if you d like to learn and write about the migratory patterns and behaviors of another species of whale (or choose a completely different species that you are interested in), use the library, or look for books listed in the Resources* section. Write an essay 500 words or so about a humpback whale s migration from Alaska to Hawaii. Write this in the third person, that is, as an observer describing what happens. Try to include as much information as you can about time, distance, conditions, encounters, and behaviors. Some things to consider: Where does the whale s migration begin? What time of year? How far does your whale travel? How long does it take her? What route does she take? What does she encounter on her voyage? (i.e. changes in water temperature, changes in weather, ships/boats, dangers, predators) Does she eat? Sleep? Why is she going to Hawaii? What will she do when she gets there? How long will she stay? Who is with her on her migration? Now write an essay (also about 500 words) about the humpback s migration from Hawaii back to Alaska. Include similar information, but write this essay from the first person. That is, write the essay as if you are the whale. Humpback Whale Migration A brief overview The Alaska-Hawaii humpbacks travel to the warm waters of Hawaii to birth calves and to mate, arriving in December and staying until April. They tend to breed in the calm waters of quiet bays and on the leeward sides of exposed, shallow reefs. In Hawaiian waters they must navigate around some cruise ships, freighters and barges, but for the most part they are protected. Hawaii is a marine sanctuary, and has specific laws designed to protect whales and other marine life. In the months that the humpbacks are there, there is no Jet Skiing or parasailing allowed, and whale watching boats must remain as unobtrusive as possible. In April, humpbacks leave the Hawaiian waters for Alaska, a voyage of 3,000 miles or more that will take them two to three months. Humpbacks spend the summer feeding in the rich waters from southeastern Alaska, to Yakutat Bay, to Prince William Sound to the Western Gulf of Alaska. They often create bubble nets designed for capturing huge quantities of krill and small fish. In Alaskan waters, humpbacks face the threats of large ships, fishing nets, and killer whales. In October humpbacks start their voyage back to Hawaii. It is not known exactly why whales migrate or what triggers their departures from certain places. Some contributing factors might include decreases in water temperature, daylight and food supply, and increases in hormone levels associated with reproduction.

60 Resources Vol. 2 - Page 60 Eye of the Whale Backgrounder Whale Biology Southern Right Whale Southern Right Whale Eubalaena australis (Mysticeti Baleen Whales) Right whales were once abundant in the world s oceans. Now they number in the hundreds. Perhaps the best place to see them is in Peninsula Valdez, Argentina. The Whales film crew and scientist Roger Payne and colleagues journeyed to this remote area of Patagonia to film the right whales you will see. Watch for the unusual young white whale calf. The eye in this scene belongs to a Southern Right Whale filmed on the winter courting and nursery grounds in southeastern South America, near Peninsula Valdez on the Patagonian coast of Argentina. Southern Right Whales have no dorsal fin. Their upper jaws are strongly arched and the lower jaws are strongly bowed. The upper jaws bear long dense plates of baleen. The throat has no obvious grooves. Large rough white bumps (called callosities) are obvious on their chins, sides of the head, and near the eyes. The largest callosity, in front of the twinned blowhole is called the bonnet. Right whales may reach 51 feet long (15.5 m) and weigh 66 tons (59,400 kg). Newborn calves are about feet long (4.5-6 m). The skin of Right Whales is black or dark brown with white patches on the throat, belly and sides. Rarely, calves are born white. They grow darker with age. Much of what we know about the behavior of these whales has been learned by Roger Payne and his colleagues at Peninsula Valdez on the central coast of Argentina. Right whales come here in the southern winter arriving in shallow, sheltered waters in July. They leave in November and swim south toward Antarctica. Recent studies show they may aggregate around areas in the open ocean where currents converge and food is abundant. Right whales are specialized feeders. They seem to prefer copepods (small crustaceans) and take krill as a second choice. Right whales once were abundant in the Atlantic and Pacific Oceans but whaling reduced world populations to extremely low numbers. Some biologists consider the northern hemisphere populations to be a separate species, the Northern Right Whale (Eubalaena glacialis). In the North Atlantic, the right whales survive in small numbers, migrating seasonally from Florida and the Gulf of Mexico to the Gulf of St. Lawrence, Nova Scotia, and Newfoundland. Recently United States government agencies have required the U.S. Coast Guard to take special care to protect right whales along the Atlantic seaboard. Ship collisions and net entanglements are constant threats. Once abundant, right whales in the Pacific are even scarcer with only a handful of sightings from Washington, Oregon, California and Baja California. A single sighting was made recently in Hawaii.

61 Vol. 2 - Page 61 Singing Humpback Singing Humpback An animal hearing in air can localize sound, aided in part by the density difference between air and tissue. But with no density difference, sound localization is impossible in water.

62 Vol. 2 - Page 62 Singing Humpback Singing Humpback Choose a Science Theme The Sound Scene Resource supports learning plans for the themes highlighted below. Press the highlighted bar for the theme you wish to explore. Life Science P h y s i c a l S c i e n c e Earth Science Science as Inquiry Science in Society Nature of Science Whales & Words Whale Biology

63 Resources Vol. 2 - Page 63 Singing Humpback Backgrounder Life Science Singing Humpback Regulation & Behavior Behavior is one kind of response an organism can make to an internal or environmental stimulus. A behavioral response requires coordination and communication at many levels, including cells, organ systems, and whole organisms. Behavioral response is a set of actions determined in part by heredity and in part from experience. Our ears are the receivers of sound without them sound would simply be vibrations in the air. Sound is one of the primary ways we communicate our thoughts, ideas and wishes, and the way we gain information about a lot of things in our environment, living and non-living. Our ears are the receivers of sound without them sound would simply be vibrations in the air. The human ear is a very complex organ, comprised of the outer ear, the middle ear, and the inner ear. Anvil The outer ear has the auricle, the part that sticks out from the head, and the canal. The middle ear begins with the eardrum (sometimes called the tympanum). The ear drum is skin stretched tautly across the auditory canal, much like a skin stretched across a drum. It is so thin that even the smallest sound waves causes it to vibrate. These vibrations swing a tiny bone called the hammer against another bone called the anvil. The anvil then shakes another bone called the stirrup. The Eustachian tube off the middle ear connects the ear to the throat and serves to balance air pressure on both sides of the eardrum. The cochlea of the inner ear is coiled like a snail and lined with tiny hairs. It is also filled with liquid, making it an excellent transmitter of sound waves. Vibrations sent from the middle ear to the cochlea stimulates the tiny hairs, which then send impulses to the brain via the auditory nerve. These impulses are interpreted by the brain as sounds. Semicircular canals continued Hammer Stirrup Sound Vibrations Cochlea Eardrum

64 Resources Vol. 2 - Page 64 Singing Humpback Backgrounder Life Science Singing Humpback continued As aquatic animals, whales are faced with different opportunities and different problems for sending and receiving sounds. Sound travels farther and faster in seawater than in air. However the density of living tissue bone, flesh, blood is very close to water. An animal hearing in air can localize sound, aided in part by the density difference between air and tissue. But with no density difference, sound localization is impossible in water. Whales and dolphins have adapted to this problem with elaborate foam-filled sinus cavities that surround the middle and inner ears. These create an air barrier a density difference and localization of sound is possible. In addition, the bones of whale inner ears are heavier and more rigid than those of land mammals. This helps protect the ear during deep dives and permits the fine resoultion of higher frequencies in water. The outer ear of whales is greatly modified for life in water. Whales have no earflaps only a tiny, barely visible slit. The ear canal is blocked by a heavy keratin (waxy protein) plug to keep water out. The outer ear canal may not be an important pathway for sound, as it is in our ears. It is likely that most sounds reach the whale s inner ear through jawbones and fatty deposits around the inner ear. Scientists are still investigating how whales receive and transmit sound.

65 Vol. 2 - Page 65 Singing Humpback Life Science Singing Humpback Choose an Activity The activities listed below will enable your students to experiment with their sense of hearing within the theme of Life Science. Press the corresponding bar for the activity you wish to explore. You can return to this page to select a different activity by clicking the button at the top of any activity page, or you can scroll through the activities using the forward and backward arrows. When you have completed all of the activities, click on the button to choose a different theme to explore. Activity 1: Stereo Sound Activity 2: Stimulus Response

66 Vol. 2 - Page 66 Singing Humpback Stereo Sound Life Science Activity 1 Group size Pairs or small groups Time you ll need 30 minutes or less Materials you ll need A 3' length of flexible hose measuring 1" or more in diameter (vacuum hose works well) Two 10" length of 1" x 2" wood A piece of wood (for the base) measuring about 2" x 4" x 6" 2' of wire glue, nails, or screws Objective To explore how human ears determine the sources of sound. What to do Fasten the two 1" x 2" pieces so that they form a T, then fasten the bottom of the T to the center of the base. Hang the hose from the T s cross bar with wire so that it hangs freely and balances. (See illustration) Keep your eyes closed and hold the hose up so you have one end in each ear. Have a friend tap on the hose with a pencil or pen. Can you tell whether the tapping is closer to your right ear than your left ear? Have your friend tap in a lot of different places and try to guess where on the hose he s tapping. Can you tell where the center of the hose is? How far from the center does the tapping have to be for you to distinguish a different noise in each ear? Try listening with only one ear. Can you tell where the tapping comes from? What s happening? When you use two ears, you compare the differences in intensity (volume), arrival time, phase, and frequency of a sound. If a sound source is directly in front of or behind you, your ears will perceive those properties as being equal. Your ears and brain use the relative differences in a sound to locate the source of any sound away from center. If your friend taps the hose to the left of center while you are listening with both ears, the sound will reach your left ear slightly before it reaches your right ear. Sound travels at about 1000 feet/second. If your friend moves the pencil 3" to the left, the path to the left ear is 3" shorter and the path to the right ear is 3" longer. The difference in path length then totals 6", which sound covers in 1/2 millisecond. So if your friend taps the hose 3" left of center, the sound will reach your left ear 1/2000th of a second before it reaches your right ear. If you listen with only one ear you will not be able to detect whether the tapping is slightly to one side or the other of the middle, though you should be able to detect when the tapping is very close or very far away from your ear. You can detect direction using one ear, partly because of the cup-shaped pinna of the ear, though your ability to locate exact sound sources with one ear is relatively limited. Further Exploration In the animal world, placement of ears is critical. Humans, for instance, are descended from treedwelling anthropoids who had cup-shaped ears on the sides of their heads so they could locate sounds sources in three dimensions. Plainsdwelling animals usually have pointed ears on the tops of their heads, making them better able to locate sound sources in a horizontal plane. Think about where ears are on different animals and consider why they are where they are. Just as you use the difference in arrival time to locate a sound, seismologists use the different arrival times of seismic waves at two or more receivers to calculate the locations of earthquakes. Seismic waves are simply sound waves that travel through the ground.

67 Vol. 2 - Page 67 Singing Humpback Stimulus Response Life Science Activity 2 Group size Individuals Time you ll need A weekend to do the research 1-2 hours to write your research report Materials you ll need a pad of lined paper (or a binder with paper in it) a pen or pencil Objective To explore how non-verbal sounds elicit different emotional responses. What to do On a piece of lined paper make three vertical columns. Label them with: Sound Emotion Pitch Over the course of a weekend, listen for nonverbal sounds in and around your home like someone opening the cookie jar or banging on a dumpster. As you hear these sounds, describe them in the Sound column of your chart. Then write down what emotion was elicited in you when you heard the sound. Did it make you happy, sad, hungry, tired, angry, scared, etc? Finally, write down the pitch of the sound. Was it high, low or somewhere in between? (If you like, also note loudness or other properties of the sound.) At the end of the weekend, review your list of sounds. How many different emotions were elicited in you by sounds over the course of the weekend? Do you notice any correlation between pitch and emotion? What kinds of responses, other than emotional, did you have to any of the sounds? Write two (or more) pages about your findings. What s happening? Our sense of hearing is only one of the senses we use to get signals from the external world. While we are almost always conscious of verbal interactions, we may not always be aware of how many auditory clues we have throughout the day and night. But if you hear the music of an ice cream truck coming up your street you ll probably get excited about getting an ice cream, right? Or if you hear your dad s footsteps on the stairs you may be happy he s home. There are many ways in which we respond, emotionally, to different stimuli. When we see danger approaching, we get scared. If we hear someone crying, we might get sad. If we smell cookies baking, we might get hungry. If we feel something sharp, we may sense pain. In nature, these complex signals and responses are critical to survival. As humans in a highly technological society, we are exposed to an increasing variety of stimuli. It is useful to know which are important, which we can ignore, and how they all may affect us. All animals have ways of interpreting and responding to various stimuli in their environments. Depending on the kind of animal and the type of environment where it lives, certain senses and certain stimuli may be more important than others. Eagles have a limited sense of smell, but they have highly developed visual acuity. Their eyes help them to spot their prey efficiently. Whales cannot see well in dark, deep waters, so they rely heavily on sound for information about their surroundings. Can you think of other animals that have adaptations for special sensory inputs? How about bats? Dolphins? Owls? Bees? Dogs? Sharks? What are their special adaptations and for what sensory inputs?

68 Resources Vol. 2 - Page 68 Singing Humpback Backgrounder Physical Science Singing Humpback Transfer of Energy Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred in many ways. All humpbacks make sounds but apparently only the males sing. No one yet knows how they make their distinctive melodies. Whales and dolphins, like other vertebrates, have evolved complex mechanisms of communication. Most of these involve sound. Birds sing; frogs croak; wolves howl; people talk. The extent of the sounds of birds, wolves and people is limited by the thinness of air. But the greater density of seawater affords whales and dolphins a medium that carries their sounds much farther and faster. The humpback in the scene that supports this unit is an adult male singing on the wintering grounds in Hawaii. All humpbacks make sounds but apparently only the males sing. No one yet knows how they make their distinctive melodies. We do know that they don t have vocal cords such as we humans use for speaking and singing. Songs are defined as a series of discrete notes formed into long, complex and repeated patterns. Perhaps these complex sound trains are related to courtship and competition with other males. However they make them and for whatever reasons, humpbacks produce powerful, haunting patterns of notes that can be heard by sailors on the deck of a quiet boat, and literally can be felt by swimmers near the singing whale. All sounds whether from bells, birds, buzzers or whales are created by vibrations. The reception and interpretation of sounds depends on those vibrations reaching the organs of hearing (e.g., ears) or mechanical devices such as microphones. When, for instance, a note is played on a piano, the piano mallet hits the piano string and makes it vibrate. Those vibrations are transmitted to the sounding board. It pushes a lot of air as it vibrates and thus generates sound waves, which travel through the air. Some of these sound waves are intercepted by your ear. The vibrating air sets your eardrum into vibration. A series of bones and other sturctures in your ear transform the vibrations into electric nerve signals. The auditory nerve transmits the signals to your brain where they are interpreted as a piano note. Sound can travel through solids in the form of transverse waves, which vibrate crosswise to the direction of wave motion (something like water waves) and longitudinal, or back-and-forth, waves, which vibrate parallel to the direction of wave motion, In fluids (liquids like water and gases like air), however, only longitudinal waves can travel. Longitudinal waves (also called compression waves) move by alternately squeezing and stretching, much like a coiled spring might move. Wavelength continued Rarefaction Condensation Rarefaction Condensation Rarefaction Amplitude 1 second frequency=5 cycles/second

69 Resources Vol. 2 - Page 69 Singing Humpback Backgrounder Physical Science Singing Humpback continued Whales and dolphins make high-frequency clicks that bounce off objects. These underwater echoes give them information about the size, texture, speed and distance of objects. As the piano sounding board pushes into the surrounding air, it compresses the air. As it moves back, air rushes in to follow it and the air is rarefied (becomes less dense). The distance between successive compressions (or between successive rarefactions) is called the wavelength. The distance through which any little bit of air is moved as it is first pushed and then rushes back is twice the amplitude. The number of waves that pass a given point per second is called the frequency. Frequency is measured in a unit called the hertz (Hz). 1 Hz is equal to one complete vibration per second. In old books, you will sometimes see the same thing called a hertz. The hertz is named after the German physicist Heinrich Hertz ( ), who was the first to make accurate measurement of the frequency of electromagnetic waves. Sound waves travel very slowly compared to the speed of light, but they are still very fast. And, they can travel through liquids, solids and gases. Some materials are better conductors than others. Through dry air at room temperature, sound can travel at a speed of about 340 meters per second or 760 miles per hour. Common liquids and solids transmit sound at a much greater velocity than air does. In water, for example, sound waves travel almost five times faster than they do in air. We perceive sound in terms of three essential characteristics: Pitch, loudness, and quality. You can differentiate between a bass drum and a piccolo because of differences in their pitches and sound qualities. Pitch is determined by the frequency of vibrations: the greater the frequency, the higher the pitch. Frequency is usually measured in hertz (Hz) or cycles per second. Young people can hear sounds over the frequency range from about 20 Hz to about 18,000 Hz. Sound having frequencies above the range of human hearing is called ultrasound. Many animals can hear in the ultrasonic frequency range; these include dogs, dolphins, and bats. For frequencies between thousands of hertz, it is often convenient to use the unit khz; 1 khz=1000 Hz. At much higher frequencies yet, ultrasonic signals that are made to pass through humans or animals can be used to form images of internal organs and fetuses in a manner similar to the way that X rays are used. When passed through structures, they can detect cracks. Frequencies used are in the megahertz (MHz) range; 1MHz=1,000,000 Hz. The loudness that we perceive depends on the intensity of the sound, which depends on the amplitude. Loudness is often measured in decibels (db). The faintest sound that a normal human can hear in the mid-frequency range (about 3 khz) is defined to be 0 db. Extended exposure to sound louder than 100 db can cause hearing loss in humans. Even a very short-term exposure to sound at 120 db can cause intense pain and immediate hearing loss. Almost all persons experience a partial loss of hearing as they age, beginning at about age Sensitivity to high-frequency sound tends to diminish first. Unfortunately, extended exposure to loud sound can produce the same effect in quite young persons. Audiologists have observed large numbers of young people (18 or younger) whose audiograms look like those of 60-year-old people because they have listened to loud music like that at rock concerts and on headphones. Bouncing sound (also called echolocation) is a method used on ships in charting ocean depth. Whales and dolphins use echolocation to sense information about objects and animal around them. To measure ocean depths, ships use oscillators to produce sound waves that travel through the water. An instrument called a fathometer records the time it takes for the sound waves to echo back from the ocean floor. With that information, ocean depth can be estimated. The deeper the water, the longer the travel time.

70 Vol. 2 - Page 70 Singing Humpback Physical Science Singing Humpback Choose an Activity The activities listed below will enable your students to experiment with their sense of hearing within the theme of Physical Science. Press the corresponding bar for the activity you wish to explore. You can return to this page to select a different activity by clicking the button at the top of any activity page, or you can scroll through the activities using the forward and backward arrows. When you have completed all of the activities, click on the button to choose a different theme to explore. Activity 1: Speedy Conductors Activity 2: Bouncing Sound Activity 3: See Your Friends With Your Ears Activity 4: Sound Waves

71 Vol. 2 - Page 71 Singing Humpback Speedy Conductors Physical Science Activity 1 Group size Pairs or small groups Time you ll need 30 minutes or more Materials you ll need a tuning fork a shallow pan of water Objective To observe sound vibrations and the note the differences in the speed of sound in different materials. What to do Place a shallow pan of water on a desk or table. Hold the handle of the tuning fork and strike the tines on a hard surface. Then place the tines in the water. What do you see? Hold the tuning fork by the handle, strike the tines on a hard surface, then hold the tuning fork up in the air. What do you hear? Next, strike the tuning fork on a hard surface then hold the tip of the handle to your lower jaw. What do you hear? What s happening? A vibrating tuning fork placed in water makes ripples. These small water waves are created by the same vibrations that form sound waves. Sound waves move outward from the source of origin, as the ripples demonstrate. Strike a tuning fork, hold it up in the air, and you ll hear a faint hum. But if you touch the tip of the tuning fork handle to your jaw, you ll hear a significantly louder hum. This is because sound travels much faster through solids than through air. When you hold the tuning fork to your jaw, the sound is conducted by the bone and tissues to your ears. The molecules in bone and muscle are much more tightly packed than those in air, so the sound travels faster and farther. Water is an excellent sound conductor. Consider this: Sound travels through air at the speed of about 340 meters per second (.21 miles/second) Sound travels through water at a speed of about 1,600 meters per second (1 mile/second) How much faster does sound travel through water than through air? (Some quick math should reveal the answer!) Further Exploration What s happening? Sounds can come from all different directions. Much like a mirrors reflect light, hard surfaces reflect sound. When the plate is held up at the ends of the tubes, the sound vibrations from the watch travel down the tube, bounce off the plate, and travel up the other tube to your ear. Bouncing sound is the method used for charting ocean depth, as well as the way that whales sense information about other objects in the ocean. To measure ocean depths, ships use oscillators to produce sound waves that travel through the water. An instrument called a fathometer records the time it takes for the sound waves to echo back off the ocean floor, and with that information estimates ocean depth. SONAR (Sound Navigation and Ranging) equipment also uses echoes from high-frequency pings to detect the underwater locations of everything from fish to rocks to submarines. Similarly, some whales and dolphins emit highfrequency clicks that bounce off objects in the ocean. These underwater echoes provide whales and dolphins with information about the size, texture, speed and distance of objects. This information is critical to navigation, prey location and identification of other whales and dolphins. This process is called echolocation.

72 Vol. 2 - Page 72 Singing Humpback Bouncing Sound Physical Science Activity 2 Group size Pairs, or small groups Time you ll need 20 minutes or less Materials you ll need a watch or clock (the ticking variety, not a digital one!) two large cardboard tubes (poster or mailing tubes work best) a plate or a piece of stiff cardboard a piece of foam or carpet, about the same size as the plate Objective To demonstrate how different substances reflect sound waves. What to do Have one person hold the plate or piece of cardboard upright on a table, then place the tubes on the table at about a 90 angle to one another pointing towards the plate. Leave about 3" between the ends of the tubes and the plate. Put the ticking watch or clock in the end of one tube, then put your ear up to the end of the other tube. Can you hear the watch ticking? Have your partner take the plate away. Now can you hear the watch ticking? Now have your partner hold the piece of foam or carpet up instead of the plate. Can you hear the watch? What s happening? Sounds can come from all different directions. Much like a mirrors reflect light, hard surfaces reflect sound. When the plate is held up at the ends of the tubes, the sound vibrations from the watch travel down the tube, bounce off the plate, and travel up the other tube to your ear. Bouncing sound is the method used for charting ocean depth, as well as the way that whales sense information about other objects in the ocean. To measure ocean depths, ships use oscillators to produce sound waves that travel through the water. An instrument called a fathometer records the time it takes for the sound waves to echo back off the ocean floor, and with that information estimates ocean depth. SONAR (Sound Navigation and Ranging) equipment also uses echoes from high-frequency pings to detect the underwater locations of everything from fish to rocks to submarines. Similarly, some whales and dolphins emit highfrequency clicks that bounce off objects in the ocean. These underwater echoes provide whales and dolphins with information about the size, texture, speed and distance of objects. This information is critical to navigation, prey location and identification of other whales and dolphins. This process is called echolocation. Because seeing in dark, deep water is difficult, or impossible, whales rely heavily on their sense of hearing.

73 Vol. 2 - Page 73 Singing Humpback Physical Science See Your Friends with your Ears Activity 3 Group size 12 or more Time you ll need 45 minutes or more Materials you ll need 4 noisemakers (dry beans in film canister work well) 4 bandannas or paper bags (to be used as blindfolds) a large open space Objective To explore using hearing rather than sight to identify other species. What to do Go outside to your activity area and discuss the boundaries of it and the rules for this activity before you start. Select four people to be whales, then blindfold each one of them and give them each a noisemaker. Then divide the rest of your class into groups of three or more. Have each of those groups choose another ocean object to be dolphins, rocks, squid, etc. Ask each of those groups to determine a noise that they will make to identify themselves. (i.e. all the dolphins will whistle and all the rocks will snap their fingers). Once the groups have determined their identifications, have them all scatter themselves throughout the activity area. Remind them that they are to pick a spot and freeze there throughout the activity. Then have the teacher or group leader walk each of the blindfolded whales to a spot in the activity area. When all four of them are in position, the game begins. The challenge of this game is for the whales to find one another. To do this, they can make sounds with their noisemakers to identify themselves, and must listen to the other noises in the area to try to identify their fellow whales. When the four whales have found one another they can remove their blindfolds. This activity can then be repeated using another group as whales until everyone has had a turn to be a friend-finding whale! What s happening? Humans rely heavily on their sense of sight for identifying things particularly their friends. Because seeing in dark, deep water is difficult, whales rely heavily on their sense of hearing to locate and identify things in the ocean. Some toothed whales and dolphins emit highfrequency clicks that bounce off objects in the ocean. These underwater echoes provide whales and dolphins with information about the size, texture, speed and distance of objects information that is critical to navigation, prey location and identification of other whales and dolphins. This process is called echolocation. How echolocation works remains, in part, a mystery. Many scientists believe that the clicks come from small air sacks inside a whale s head, just below the blowhole. They think that these sacks are inflated with air from the lungs, then as the air is released a noise is created. This noise is then broadcast through a fat pad called the melon, located in the whale s forehead. Other scientists believe that sound comes from the whale s larynx, as it does in other animals, then broadcast through the nasal plugs that sit in the air passage on top of the whale s skull. Most scientist think that returning echoes are received by the fat-filled lower jaw of the toothed whale, then travel through the jaw bone to the middle ear. All cetaceans (dolphins, whales and porpoises) use clicks, squeaks, barks, grunts, cries, screams, chirps and/or whistles to communicate with one another. Different species have different languages, and sometimes different dialects within a language. These languages are used to identify and communicate with other whales within a population about navigation, feeding, mating and other things.

74 Vol. 2 - Page 74 Singing Humpback Sound Waves Physical Science Activity 4 Group size Individuals Time you ll need 30 minutes or less Materials you ll need a copy of this worksheet a ruler a pen or pencil A. Objective To learn to identify and measure the various parts of sound waves. Here are three different sound waves. Can you answer these questions about them? What is the height (or amplitude) of wave A? What is the height (or amplitude) of wave B? What is the height (or amplitude) of wave C? Frequency = cycles per second (hertz) What is the frequency of wave A? What is the frequency of wave B? What is the frequency of wave C? Which sound would be the loudest? Which sound would be the softest? Which sound would have the highest pitch? Which sound would have the lowest pitch? 1.0 cm.5 cm 0 seconds.5 seconds 1.0 seconds B. 10 m 5 m 0 seconds.5 seconds 1.0 seconds C. 1 m 500 cm 0 seconds.5 seconds 1.0 seconds

75 Resources Vol. 2 - Page 75 Singing Humpback Backgrounder Science in Society Singing Humpback Science and Technology In Society Technological changes are often accompanied by social, political, and economic changes that can be beneficial or detrimental to individuals and to society. Social needs, attitudes, and values influence the direction of technological development. The sounds that whales and the animals that live around them create have probably not changed significantly in a hundred years. But as human technology has advanced, we have added many new sounds to whale s world. What does a humpback whale hear in the sea? Do blue whales listen for messages sent across thousands of miles? Scientists are getting better answers to these questions as research proceeds, but one thing is fairly certain: what whales hear in today s ocean differs markedly from what their great-great-great-great-grandparents heard a century ago. The sounds that whales and the animals that live around them create have probably not changed significantly in a hundred years. But as human technology has advanced, we have added many new sounds to whale s world. Some sounds have been intentionally introduced to the sea. Others are incidental to the primary reason for their cause. Noise in the Sea Noise from ship and boat engines were the first additions to the world of whales by humans. For centuries humans depended on the technology of wind-driven boats and ships. These vessels, although probably detectable by some whales and dolphins, were relatively quiet. Then came the steam engine, the diesel electric engine, the nuclear reactor engine. Propellers, driven by ship engines are audible for long distances underwater, even to human ears. A busy coastline where whales visit annually, for example, near Lahaina, Maui; San Diego, California; Cape Cod, Massachusetts; Long Island, NY, or Acapulco, Mexico, may be filled with the sounds of passenger ships, freighters, jet skis, power boats, and the occasional submarine. All these vessels influence our quality of life in some way. But how do their sounds effect the lives of whales? And if we find that some sounds or all of them are harmful to whales, what can or should we do about it? Noises from ships and boats are only part of today s acoustic environment for whales. Sounds of coastal construction like pile-driving, dredging and blasting have been joined by newer sounds from technologies such as SONAR, seismic exploration, and military and civilian experiments. Sound in the Sea SONAR (for Sound Navigation and Ranging) was developed during World War II as a way to detect submarines using sound. SONAR has been improved for finding schools of fish, sunken objects, and to map the bottom. Sound was first used to measure depth in The same basic principle is still used in today s sophisticated technology. The first depth recorder was developed by the U.S. Navy about 80 years ago. The Hayes Sonic Depth Finder sent sound waves to the sea bottom. The travel time of the reflected signal returning from the sea floor indicated depth. In 1927 a similar device was marketed for civilian use under the name Fathometer. Modern systems employ a transmitter that produces a powerful electric signal. A transducer converts electrical energy into an acoustic pressure wave aimed at a target, often the sea floor. The reflected echo is received, converted to electrical energy, timed and recorded or displayed. Today, almost every sea-going vessel, from small outboard driven fishing ships to waterski boats to container ships, is equipped with some kind of SONAR device for depth sounding or fish finding. continued

76 Resources Vol. 2 - Page 76 Singing Humpback Backgrounder Science in Society Singing Humpback continued Recently, scientists have planned experiments that involve underwater sounds loud enough to be heard halfway around the world. Sound signals are also used to find oil and minerals under the sea floor. Acoustic signals (often very high energy, i.e., loud) penetrate the sea floor and the crust beneath it. Travel times of the recorded signals reveal the density of the material comprising the crustal structure and can reveal oil deposits. Experiments in the Sea Experiments are now underway that involve underwater sounds loud enough to be heard halfway around the world. The ATOC Experiment (for Acoustic Thermometry of Ocean Climate) aims to measure temperature change in the ocean by using sound sent across entire ocean basins. Timing the arrival of sound waves from a remote source may give good information about the temperature of the world s oceans. The results could verify or change our assumptions about global climate change. Good data, however, will require loud sounds to be made many times. What will such sounds do to whales and other marine mammals? Do we need to find out before the experiment? And what if the sound are harmful to whales? Should we cancel the research? All of these new sounds, from SONAR to ATOC, are produced by technologies that contribute to our overall economic and social benefit. However, they may also affect the lives of whales in harmful ways. Its seems intuitive that widespread, intense noise may hurt whales. But to find out for certain, more research must be done. If it turns out that the well-being of whales is endangered, what can and should we do about it? This is, indeed, a case where social values influence the direction of technological development. Warning All Whales Of course, technology can be used with the intention of protecting whales, too. The following news item from Australia discusses an interesting combination of technology in human relationships with large marine animals. In many areas of Australia, swimmers are protected from shark attack by long nets stretched across swimming beaches. (Such nets are not meant to catch whales.) Netting Sharks and Warning Whales BRISBANE, 10/16/96 Acoustic alarms would be fitted to all shark nets along the Queensland coast after two humpback whales were trapped in the protective barriers today, a Department of Primary Industries (DPI) spokesman said. Both animals were freed but one of the whales, a calf, was stranded in shallow water for seven hours before being reunited with its mother off the Sunshine Coast north of Brisbane. Staff from Sea World on the Gold Coast and Underwater World on the Sunshine Coast worked all morning to free the animal and succeeded soon after midday. DPI fisheries resource protection general manager Dan Currey said the acoustic alarms, which had been used on nets in areas where whales were commonly seen, would now be fitted to all nets. The alarms have been very successful and we believe that fitting these to all shark nets in Queensland will minimize the risk of this happening again, Mr. Currey said. Both whales were swimming safely off shore about 7 pm (AEST).

77 Vol. 2 - Page 77 Singing Humpback Science in Society Singing Humpback Choose an Activity The activities listed below will enable your students to experiment with their sense of hearing within the theme of Science in Society. Press the corresponding bar for the activity you wish to explore. You can return to this page to select a different activity by clicking the button at the top of any activity page, or you can scroll through the activities using the forward and backward arrows. When you have completed all of the activities, click on the button to choose a different theme to explore. Activity 1: Distractions & Disturbances Activity 2: Well, Well, Willie. Whales!

78 Vol. 2 - Page 78 Singing Humpback Science in Society Distractions & Disturbances Activity 1 Group size 15 or more Time you ll need 30 minutes for activity 30 minutes for discussion Materials you ll need a clock with a secondhand or a stopwatch a dark classroom and/or a good blindfold Objective To explore the effects of noise on communication. What to do Pick two people from the group to be sister whales in Hawaiian waters. One whale has been in Hawaii for a week and the other is just arriving after a long journey from Alaska. Pick a third person to be the timer. Have the arriving whale leave the room, then have the other whale hide someplace in the room. Next, divide the rest of the class into four groups. Group 1 : Freighters Group 2 : Defense Submarines Group 3 : Research Submarines Group 4 : Recreational Boats and Jet Skis Have each group discuss what kind of sounds their vessels make, then have them scatter themselves around the room. When everyone is ready, the timer tells the arriving whale to enter the classroom and to try to find the other whale by asking, Where are you? in a normal speaking voice. The hidden whale must reply in a normal speaking voice, too. While this is happening, Group 1 makes freighter noises; Groups 2 makes submarine sounds; Group 3 makes sonar and fishing boat sounds; Group 4 makes the sounds of power boats and jet skis. (If your group is shy and reluctant to make noises, use radios and tape players with suitable sounds.) The timer times how long it takes from the time the arriving whale enters the room until she finds the other whale. Try this activity again, but this time have the freighters be silent. How much time does it take for the arriving whale to find her friend? Do this activity three more times, each time eliminating another group of noisemakers. Does it become easier or harder for the arriving whale to find her friend? Why? What s happening? This activity demonstrates how distracting environmental noise can be. In a quiet room or at least a room with what we consider to be ordinary noise levels we can hear one another speak. But if we re on a noisy street, we have a much harder time hearing normal conversation. In the deep waters of the ocean there are few naturally occurring loud noises. Humans, however, create underwater noise in many different ways such as shipping, recreational boating, seismic profiling for oil explorations, SONAR mapping and navigation, and research submarines. We do not yet have enough research data to assess the full effects that these noises may have on marine life. We do have a responsibility, as with every technological advance, to consider both the benefits we get fromthese marine vessels and instruments and the effects they have on animals and ecosystems. Further discussion Freighters, submarines, power boats, jet skis and other man-made vessels and instruments create sounds in the ocean. We do not know exactly how these sounds affect the inhabitants of the ocean, though there is extensive research being done to find out. Can you think of ways to measure how, for example, submarine sounds affect whales? How are the vessels in this activity useful to man? How might they be harmful to the oceans and ocean life? How could the creation of underwater noise be regulated to minimize its affect on ocean life? And think about this: how do background sounds and noise affect your ability to do your homework?

79 Vol. 2 - Page 79 Singing Humpback Science in Society Well, Well, Willie. Whales! Activity 2 Group size small or large group Time you ll need 20 minutes Materials you ll need accomplished reader paper and pencil radio Objectives To recognize a specific consonant set and sound. To concentrate on a sound source and extract quantitative information from it. To demonstrate the effect of background noise. To stimulate discussion about the effects of human-made sound in the world of whales. What to do An accomplished reader reads the following story. (The story can be shortened for younger listeners.) Listeners mark down (we suggest in fences and gates, groups of five) every time they hear a wh sound (Hint: there is one wh sound made by letters other than wh ). Count the total of wh sounds. Turn on a radio tuned to voices (e.g., news, commercials, etc.) Do the exercise again. Was it easier or more difficult to listen to the reader and hear the wh sounds? Were the counts the same? Was there greater or lesser error in the counts with the radio on? How is this exercise similar to what whales endure in an ocean area filled with human-made sounds like SONAR and engine noise? Wanda White was a wonderful woman who walked west from Walla Walla, Washington. Wanda wanted Willy Wilson to watch whales with her at the west wall of Whistler s Wardrobe (a wharf where the wind whistled in winter). Whereas wildlife gave Willy the willies and he was wont to whimper, Wanda worried Willy would wail. Wednesday, Wanda wakened and walked with Willy west, where the wharf was. Wanda wondered, would Willy wail while whales wandered in their wayfaring, whale way? With wit, Wanda watched westward where whales were. Well, well, Willy. Whales, whispered Wanda. Wanda watched in wonder while wily whale males waltzed and whistled with their wayfaring wives. (One whale watched Wanda.) Willy watched and watched and watched...when, Wonder of Wonders! Willy Wilson without worry whooped wildly, Whales! Whales! Wahoo for whales!

80 Resources Vol. 2 - Page 80 Singing Humpback Backgrounder Whale Biology Humpback Whale Unlike some whales that seem to slip beneath the surface when they dive, a humpback well humps its back, extends its tail in the air and then dives. Humpback Whale Megaptera novaeangliae, (Mysticeti Baleen Whales) Adult males are famous for their songs. In Whales, we hear them singing in Hawaii. Scientist Debbie Ferrari has studied mothers and their calves among the islands for more than 20 years. After they leave Hawaii in the Spring, humpbacks migrate to Alaska to eat all summer. Watch them catch fish with a net of bubbles and a mouthful of baleen. Humpbacks whales are famous for their long, haunting and complicated songs. In Whales we see a lone male humpback hanging motionless in the mid-water and hear him sing his plaintive song. Scientists need more research in order to know what these songs are really for courtship, perhaps, or warnings to competing males? No one is certain how humpbacks produce their songs. Roger Payne and Scott McVay first discovered in 1971 that humpbacks sing long and complex songs. Later scientists learned that only males sing, although all humpbacks make sounds. Roger Payne is still studying whale songs, and we see him in Whales recording their melodies. Singing occurs mainly during the breeding season but songs have been heard occasionally on the summer feeding grounds in Alaska. Humpbacks belong to a group that includes the largest of the world s baleen whales. Loosely called rorquals, all whales in this group (blue whales, fin whales, sei whales, minke whales, Bryde s whales) are slender and streamlined. Humpbacks are the stoutest of the group. Rorquals have many grooves on the throat, extending from the chin to behind the pectoral (or, arm) fins. Once thought to aid in streamlined swimming, grooves instead act like accordion pleats to expand the mouth. Humpbacks have grooves, the fewest of any rorqual. Sometimes names aren t much help in identifying an animal, but humpbacks are an exception. Both the scientific and the common name give us some tips for distinguishing them from other whales. Unlike some whales that seem to slip beneath the surface when they dive, a humpback well humps its back, extends its tail in the air and then dives. The habit of extending its tail before it dives turns out to be very helpful to whale biologists. Individual whales can be identified by the bumps, scallops and white and dark patches on their tail fins, or flukes. Humpbacks also have distinctive pectoral, or wing fins. These fins are almost a third as long as the whale s body, longer (relatively) than any other whale. Megaptera means giant fin. The species name novaenglandii comes from their unfortunate history with the whalers of the east coast of the United States and the coast where they were once abundant. Humpback whales are found throughout the world s oceans. There are populations on both sides of the Pacific and Atlantic oceans. In the North Pacific, populations winter (on the west side) around the Marianas, Bonin, and Ryuku Islands and Taiwan. The eastern Pacific stocks winter in Hawaii and on the American coast and nearshore islands and in the Sea of Cortez and mainland Mexico. Northwest Atlantic humpbacks winter in the West Indies and summer from New England (another link to their species name) to Baffin Island. In the Eastern Atlantic, they winter near the Cape Verde Islands and northwest Africa, and summer north of Norway. Humpback whales spend spring, summer and early autumn in high latitudes, well away from the equator. Here they feed and little mating activity takes place. But in late autumn, humpbacks set forth on their long annual migration to tropical waters closer to the equator where they court, mate and calve. Typically, wintering areas are found around islands and reefs. Recent evidence suggests that not all individuals may migrate every year. Adult females have been reported over-wintering in Alaska and the Gulf of Maine.

81 Vol. 2 - Page 81 Debbie & Whales Debbie & Whales Observation is the key to science. Sometimes we can observe nature directly but often we can only look and watch indirectly

82 Vol. 2 - Page 82 Debbie & Whales Debbie & Whales Choose a Science Theme The Debbie & Whales Scene Resource supports learning plans for the themes highlighted below. Press the highlighted bar for the theme you wish to explore. Life Science P h y s i c a l S c i e n c e Earth Science Science as Inquiry Science in Society Nature of Science Whales & Words Whale Biology

83 Resources Vol. 2 - Page 83 Debbie & Whales Backgrounder Science as Inquiry Debbie & Whales Science as Inquiry Different kinds of questions suggest different kinds of scientific investigations Some investigations involve observing and describing objects, organisms or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models. Much of what we know of whale behavior and ecology (what they eat, how they eat, who eats them, etc.) has been learned by biologists working on or in the sea follwoing and watching whales. In its most basic form, science is watching nature to get hints about how the world works. Observation watching, listening, smelling, touching is the key to science. Sometimes we can observe nature directly, e.g., an ant carrying a crumb across the table. But often we can only look and watch indirectly, e.g., recording the songs of humpbacks whales when we can t see the singers or their whale audience. The more indirectly we look, the more tools and instruments we require. We can watch the moon with just our eyes, but if we want to know a little about the surface of the moon, we need telescopes. If we want to know a lot about the surface of the moon, we need spacecraft and lunar landers. The Basics of Science Science is more than just watching nature and telling others about it, although that is its foundation. Scientists work according to a basic scientific method. The method involves at least five fundamental activities: 1. observation, direct or indirect with instruments; 2. reading the works of other scientists who have watched a similar phenomenon and who have measured it and written about it and tried to explain it; 3. crafting hypotheses (conditional explanations) that can be tested by experiment or continued observation; 4. experimentation and quantitative observation direct attempts to prove or disprove the conditional explanation or hypothesis; and, an essential part of science, 5. documenting methods and results in writing and mathematical representations (and many other ways, including photography); and, interpreting the results within a larger theory so that the process of scientific inquiry can continue. Many people think of scientists as white men in white lab coats who work with apparatus in a laboratory. Certainly this is part of science. But scientists are also women and men of all ages and racial and social backgrounds. Much of science is done in the wilds of nature as well as laboratories. Some science is done in people s own backyards. Charles Darwin, one of the first modern field biologists, is well known for the observations he made while travelling around the world on the H.M.S. Beagle during But when he retired to his home in England, he learned a lot about the biology and behavior of earthworms by watching them in his own backyard. Field Biology Field biology is the observation of nature in the wild outdoors where the animals and plants and the communities they form are found. Field is the general word for where the animals are, whether it be a corn field in Kansas or the Gulf Stream in the Atlantic Ocean. Much of what we know of whale behavior and ecology (what they eat, how they eat, who eats them, etc.) has been learned by biologists working on or in the sea following and watching whales. continued

84 Resources Vol. 2 - Page 84 Debbie & Whales Backgrounder Science as Inquiry Debbie & Whales continued Basic Skills All scientists (whether they work in a lab or use SCUBA tanks) must have certain basic skills and traits: mathematics, ability to talk and write about their results, patience, curiosity, as well as an understanding and devotion to the scientific method Some kinds of science involve much experimentation, apparatus, and laboratory support. Field biologists rely on observations of wild animals in nature. Even so, their results must be recorded carefully, systematically, and mathematically. Field biologists need complicated equipment too. To study whale sounds requires more than ears. It also takes underwater microphones, recorders, oscilloscopes and computers. In the Field with Whales In the last thirty years or so, scientists have changed the way we study whales. When there was a world-wide fishery hauling thousands of dead and dying whales from the sea every year, biologists examined the anatomy of whales and learned a lot about dead whales. Today, we recognize whales to be marvelous living creatures that we can best know by watching alive. (We can still learn a lot by examining whales that die of natural causes likes stranding on beaches). The study of living creatures, whether they are whales in the sea, pandas in the bamboo forests of China, ravens in Canadian woods, mountain goats in the Rocky Mountains, or gorillas and chimps in Africa, requires many of the same skills and qualities. High among them is patience. Watching animals takes a lot of time. Watching whales requires a tolerance for sea sickness, cold water, and boredom. It also requires the dedication of continuing a study year after year. Today we have a variety of techniques from photography to DNA analysis to help us learn how whales live. But the main tool of scientists and naturalists is patience and dedication. Be there with the whales; that s how to learn about them. What We d Like to Know We asked some whale researchers what questions they would like to answer or have answered in the next years. Here are some of their questions (maybe you could help answer them someday): How do humpback males produce their sounds? Are the human-made sounds in the sea from ships, SONAR, science experiments, and oil-drilling harming the whales and interfering with their own sounds or injuring their ears or driving them nuts from the constant buzzing? How do humpbacks navigate and find their way from, say, Hawaii to Alaska?

85 Vol. 2 - Page 85 Debbie & Whales Science as Inquiry Debbie & Whales Choose an Activity The activities listed below will enable your students to experiment within the theme of Science as Inquiry. Press the corresponding bar for the activity you wish to explore. You can return to this page to select a different activity by clicking the Activities Menu button at the top of any activity page, or you can scroll through the activities using the forward and backward arrows. When you have completed all of the activities, click on the button to choose a different theme to explore. Activity 1: Create an Ethogram Activity 2: Planning Your Research Activity 3: Alien Identification

86 Vol. 2 - Page 86 Debbie & Whales Create an Ethogram Science as Inquiry Activity 1 Group size Individuals or pairs Time you ll need Several days Materials you ll need a notebook research books (access to a library) access to an animal you can observe (at a zoo or aquarium, in your classroom, at home) What to do First, choose an animal that you would like to study and that you know you can observe easily, e.g., an animal at a local zoo or aquarium, your neighbor s iguana, the blue jays in the back yard, pigeons in the park, rats in the dumpster. Do preliminary research at the library to learn as much as you can about that animal. Take notes on your findings. After you ve researched your animal, think of five things you d like to know about the animal s behavior. Write these down in your notebook. Can you find the answers to any of your queries through behavioral observations? Careful, measured observationa of a free living animal s behavior is called ethology. Ethologists watch animals of their selected species carefully. They learn to recognize specific behaviors (eg., a dog wagging its tail, a rat sitting up, a bird chirping a certain note). They make a list of all these behaviors (an ethogram ). And start watching again. They record (write down) when an animal does a certian behavior, then the next behavior, they keep track of what s happening around them. After hours of watching and recording thier ethogram, they can begin to predict behavior and see how different behaviors may relate.for example, a blue jay may squawk whenever another bird lands on the same branch. Arrange for an hour or more to observe your animal without interacting with it. Watch the animal very carefully and note as many of its behaviors and actions as you can. Eating, drinking, sleeping, burping, vocalizing, scratching, chasing other animals, standing on its head etc. After this first period of observation, create a list of all the behaviors you observed. Do any of them stand out? Do your research questions still seem valid? Do you have a more specific question you d like to answer? Try to create a sound hypothesis about a particular behavior that you might be able to prove in the course of your subsequent observations. Arrange to observe your animals for at least 6 more hours, in one or two hour periods. Try to make the observation periods at different times of the day so you can look for behaviors specific to day/night etc. Note the time of day and the duration of each of the behaviors you observe. It s best to create a chart for noting this information. A chart with a column for behaviors (or abbreviations for them) down the left hand side of your paper and additional columns for time of day, duration, etc. works best. Be sure your behaviors are carefully defined and mutually exclusive. That is, an animal can t be recorded completing two behaviors simultaneously. Consider a scientist researching agression in gorillas who wants to know how much time is spent vocalizing and how much time is spent in physical display. Vocalizing may be defined as an audible noise produced with no physical behaviors occurring, while displays may be defined as physical exertion with or without vocalization. When you ve completed your observations, study them carefully and determine whether or nor your hypothesis can be proven from your data. Write a coherent research report that will include: a description of your animal the behavior you re most interested in your hypothesis about that behavior a summation of your observations a conclusion about your research Attach your ethogram as substantiating data.

87 Vol. 2 - Page 87 Debbie & Whales Science as Inquiry Planning Your Research Activity 2 Group size Individuals, pairs or small groups Time you ll need A couple of days for research and writing Materials you ll need access to books and/or research articles about whales remember marine mammals include whales, dolphins, sea otters, seal sea lions, polar bears, and manatees. Objective To review the current guidelines of the Marine Mammal Protection Act and the Endangered Species Act; provide background for a hypothetical permit application for research on the marine mammal of your choice. Some background In waters under the control of the United States, a scientist cannot just go out in a boat or jump in the water to study whales up close. Whales and other marine mammals (including dolphins, seals, sea lions, sea otters, polar bears and manatees) are protected by laws and regulations. Scientists must apply for special research permits to conduct their studies. There are three important federal laws designed to conserve marine mammals: the Marine Mammal Protection Act, the Endangered Species Act, and the Magnuson Fishery Conservation and Management Act. The Marine Mammal Protection Act, first enacted in 1972, has been amended and re-authorized, most recently in The Marine Mammal Protection Act states, as outlined in the 1996 Marine Mammal Commission s Report to Congress, that the primary objective of marine mammal management should be to maintain the health and stability of the marine ecosystem. Secondarily, whenever consistent with this objective, it should be the goal to obtain an optimum sustainable population of each stock, keeping in mind the carrying capacity of the habitat. The primary goal of the Endangered Species Act is to restore the species listed as endangered or threatened to a point where they no longer need protection. The Magnuson Act was established to provide guidelines for managing U.S. fishery resources and for the problems that arise when marine mammals and fishermen are competing for the same fish and shellfish. Humans are responsible for the disruption of marine mammals in several ways, including fishing, hunting, boating and research. Consider the following examples of compromised marine mammal species. Florida manatees Many Florida manatees die every year. Onethird of manatee deaths are related to humans and to habitat destruction, including collisions with boats and entrapment in water systems (i.e., flood gates and navigational locks). In response to these problems, different state and national agencies are working together to impose speedboat rules, to develop pressuresensitive gate-reversing mechanisms to prevent manatee entrapment, and to develop new methods for returning recovered manatees to the wild. Hawaiian monk seals Hawaiian monk seals are among the world s most endangered species. They are extremely sensitive to human disturbance and occur almost exclusively on or around the small, remote islets of the Northwestern Hawaiian Islands (find these on the map; they are not the islands where people vacation, like Maui and Oahu). One of the important issues in assessing the decline of Hawaiian monk seals is lobster fishing at French Frigate Shoals a practice which may remove much of the food of monk seals. Northern right whales The most endangered marine mammal in U.S. waters is the Northern Right Whale (it is closely related to the Southern Right Whale in the IMAX/Large-format film, Whales). The largest surviving population, about 300 animals, occurs seasonally in three locations off the U.S. Atlantic coast and two areas off Canada. One third of the deaths of Northern Right Whales are due to human causes collisions with ships and entanglement in fishing gear. There have been attempts to establish airplane survey networks that would alert ships of the presence of continued

88 Vol. 2 - Page 88 Debbie & Whales Science as Inquiry Planning Your Research continued Activity 2... scientists must go through a lengthy process to define and justify their research and research methodology in order to obtain the appropriate permits for conducting their studies. right whales. Suggestions have been made for seasonally limiting the use of fishing gear known to entangle whales in right whale habitats. So far none of these programs has been successfully implemented. Whales considered endangered under the Endangered Species Act and depleted under the Marine Mammal Protection Act as of December 31, 1995 include: Northern right whale Southern right whale Bowhead whale Humpback whale Blue whale Finback whale Sei whale Sperm whale Any scientist preparing to do field research on whales must apply for a permit. There are limits on how much researchers can disturb the natural behavior of animals. There even more stringent laws applying to the invasion of habitats of endangered or threatened species. In Hawaii, for example, you may not come within 300 feet of a humpback whale without a permit, and there are whale police who can arrest or cite recreational boaters for disobeying that law. Of course, it is essential to most field research to be closer than 300 feet from your subject. It would be extremely difficult to note characteristic markings, or take close-up photographs from a distance away the length of a football field. So scientists must work hard to define and justify their research and research methods in order to obtain the appropriate permits for conducting their studies. Your Challenge Pretend that you are a scientist interested in doing whale research. Choose one of the species from the above list to study, and think about what you would like to research about that species. Prepare an imaginary application for a permit to conduct your research. In real life, your application would be reviewed by the Department of Commerce (National Marine Fisheries Service) and the Department of the Interior (Fish and Wildlife Service), then by the Marine Mammal Commission and its scientific advisors. It would be published in the Federal Register and be open for public comment. Federal regulations require you to submit the following information: 1. Your qualifications as a scientist (i.e. schooling, work experience, previous research completed/published etc.) Be creative. For example: imagine where you went to college. 2. The species of marine mammals that may be bothered, or harassed, in the course of your research. 3. The geographic location(s) where you will conduct your research. Use your imagination and the results of library research. 4. The period(s) of time during which you will conduct your research. 5. The purpose of your research, including an explanation of why the research is believed to be bona fide and important and helpful. The legal definition of bona fide scientific research is research that is: (1) likely to be accepted for publication in a scientific journal, (2) likely to contribute to the basic knowledge of marine mammal biology or ecology, or (3) likely to identify, evaluate or resolve conservation problems. 6. The methods to be used for conducting your research. Use some you have read about, seen in Whales, or invent some new ones.

89 Vol. 2 - Page 89 Debbie & Whales Alien Identification Science as Inquiry Activity 3 Group size Individuals, pairs or small groups Time you ll need 1-2 hours Materials you ll need a pen and paper What to do An alien has landed at your school. It s not familiar with the human species, and has trouble telling people apart. Your job is to help it to identify some of the adults in your school (teachers, administrators etc.) Here s what you need to do: First, spend some time observing the target species (the adults). Pick six individuals that you re going to report on. Make notes on their physical and behavioral characteristics. If you use a camera, ask permission to photograph your subject. Make sure the features you note are things that are likely to be constant from day to day remember that people change clothes, take off their glasses, change their hair color or style etc. On separate sheets of paper write descriptions of each of your six subjects. You may also do drawings if you d like. Use words and descriptions that are quantitative (i.e. can be measured or estimated or expressed in numbers) For example, His head is almost perfectly round, about the size of a volleyball, certainly smaller than a basketball her shoulders are equal in width to her hips When everyone has completed the notes and drawings, take turns reading your descriptions. See whether the members of your class can tell whom you are describing. (If they can t, the alien certainly won t be able to, so you d better improve them!) What s happening? Scientists use many methods for observing and noting animal behaviors and characteristics. Researchers studying humpback whales, for example, often use the markings on whale tails to identify and track whales. The whitish lumps on the heads of right whales are also individually distinctive. Each right whale has differently shaped and sized lumps (called callosities ). By photographing every whale and keeping a well-organized catalog, scientists can learn to recognize whales. Killer whales have individually distinctive sounds. By analyzing recording, scientists can learn to recognize the individual voices of many killer whales.

90 Resources Vol. 2 - Page 90 Debbie & Whales Backgrounder Nature of Science Debbie & Whales Science as human endeavor Women and men of various social backgrounds and with diverse interests, talents, qualities, and motivations engage in the activities of science. Some scientists work alone but all communicate extensively with others. This Backgrounder and activities also support the National Standards for English Language Arts: Students adjust their use of spoken, written and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Surveys show that many people distrust scientists and science. But it is not the discovery of knowledge (i.e., science) by scientists that presents risk. Rather it is the application of the knowledge (i.e., technology) that can be scary. Some people say that scientists, artists, and children each in their own ways try to make sense of the world, and then tell others about what they have found. While they all may share the joy of discovery, their methods and manner of telling others differ greatly. A child can revel in the wonder of his or her discovery. A artist can present a work of art to the world with no justification other than the personal, subjective worth of the creative act. But a scientists is bound to present evidence for her or his discovery. Such evidence must be verifiable by others, and needs to be expressed in ways that are measurable, predictive, and in the best case, explanatory. Think of a scientist as a gold miner. Both work hard searching, digging, following the maps made by others, exploring new territory, getting lucky, discovering the joy of finding a valuable nugget (of gold or of knowledge). Then the real work begins. The discovered nugget gold or fact must be dug out, tested and refined. Is it really what it seems? Do others agree it is gold when they test it? Can the nugget lead to a larger deposit of ore, of knowledge? And when a rich lode is discovered, Eureka! is the cry, I have found it! The California prospector of 1849 made his shout from excitement and pride. The scientist, may be excited too, but the announcement of her discovery to other scientists (in person, and in published journals) is also a professional obligation. Many scientists usually working together go well beyond the discovery and verification of gold nugget discovery. They become artisans of their discovered material. Just as a jeweler refines gold, and casts and shapes and assembles it into a elaborate clock, scientists fit their nuggets of refined discovery into intricate, ingenious, intellectual constructions that can be used to find the way to other discoveries. These intellectual models, hypotheses, theories help explain how the world works. As we consider how discovered knowledge is crafted into larger explanations of the world, it is important to distinguish between science and technology. Science is ordered, verifiable discovery (and the process of making and verifying the discovery). Technology is the use and application of scientific knowledge to influence or change events, actions and conditions that involve human activities. Surveys show that many people distrust scientists and science. But it is not the discovery of knowledge (i.e., science) by scientists that presents risk. Rather it is the application of the knowledge (i.e., technology) that can be scary. For example, the scientific discovery of the high energy released in atomic fission advanced our knowledge of elemental matter. The technological application of this knowledge produced weapons capable of destroying mankind. The continued

91 Resources Vol. 2 - Page 91 Debbie & Whales Backgrounder Nature of Science Debbie & Whales continued... today, scientists are a varied lot, men and women of all colors, races and ethnic backgrounds. former was exciting and satisfying. The latter is terrifying. It is very important that we distinguish between science and technology. Scientists and gold miners both can use the technological applications of science (dynamite, electron microscopes, for example) to increase their chances of discovery. A gold prospector needs some basic tools and skills to support his search pickax, shovel, compass, maps, mule, pan. A scientist on the road to discovery requires basic skills and tools, too: mathematics, good writing, access to scientific papers, measurement and recording devices, and many, many more, varying with the scientific discipline and subject matter. Probably most 49er gold prospectors were men with beards and dirty long-underwear. And in 1849, the year of the California gold rush, most scientists were men too. But today, scientists are a varied lot, men and women of all colors, races and ethnic backgrounds. We still need more scientists and we need more scientists that are women and from minority groups.

92 Vol. 2 - Page 92 Debbie & Whales Nature of Science Debbie & Whales Choose an Activity The activities listed below will enable your students to experiment within the theme of Nature of Science. Press the corresponding bar for the activity you wish to explore. You can return to this page to select a different activity by clicking the Activities Menu button at the top of any activity page, or you can scroll through the activities using the forward and backward arrows. When you have completed all of the activities, click on the button to choose a different theme to explore. Activity 1: Are All Scientists White Guys? Activity 2: Meet a Whale Biologist Activity 3: Future Science Activity 4: Meet a Scientist in the Library

93 Vol. 2 - Page 93 Debbie & Whales Nature of Science Are All Scientists White Guys? Activity 1 Graph 1. Number of science and engineering bachelor s degrees awarded to students in underrepresented racial and ethnic groups: 1977 to 1991 Note: Persons of Hispanic origins may be of any race. 50,000 45,000 40,000 35,000 30,000 25,000 20,000 15,000 10,000 5,000 0 The world needs more scientists or to say it another way, more people need to become scientists. Have you ever thought about becoming a scientist? Imagine having a job (and the skills and tools) that lead you to make exciting discoveries. Maybe your kind of science will take you scuba diving beneath the ice of Antarctica. Perhaps you will sample Martian soil, or be on a team of geneticists who learn how genes control disease. The world also needs more science teachers. Many scientists admit that their decision to choose science as a career was greatly encouraged by one or more science teachers in high school. And remember this, anyone can become a scientist and/or a science teacher. Well, let s qualify that anyone who is curious about how the Native Americans Hispanic Blacks world works, who finds pleasure in learning, and who works hard to get the tools (e.g. math, writing) can be a scientist. It wasn t always this way. Until recently, almost all scientists in Europe and America were white males, often (but not always) from privileged backgrounds. There were very few woman scientists. Beatrix Potter lived in England from Before she wrote and illustrated Peter Rabbit, Jemima Puddleduck, and other famous and popular stories, she tried to be a scientist. She was very interested in fungi i.e., mushrooms and toadstools and their relatives. She discovered new species and painted wonderfully accurate pictures of them. But, because she was a woman, she could not present her scientific papers herself. Men did it for her. Soon she got discouraged with science, and began to write children s stories. While we are glad Beatrix Potter wrote the stories, imagine what a creative scientist we lost. True, there were women scientists who managed to break through, Marie Curie, for example. But it was a struggle. (For more information on some woman scientists working now, see the activity in this section, Meet the Scientist. ) We need more scientists from other racial and ethnic groups, too. White men still dominate science and science teaching. Check out the following graphs, taken from a book called Indicators of Science and Mathematics Education 1995 (published by the National Science Foundation). Use them to answer these questions. Were there more men or women teaching natural sciences in 1987? in 1992? What percent of the engineering faculty were men in 1992? What percent were women? continued

94 Vol. 2 - Page 94 Debbie & Whales Nature of Science Are All Scientists continued Activity 1 Who got higher grades in college in 1991: women who studied life and physical sciences, or men who studied life and physical sciences? In the subjects shown on the graph did men get higher grades in 1991? How many (approximately) black students received a bachelor s degree in 1977? in 1991? What is the trend (increasing, decreasing, staying the same) in the number of native Americans receiving bachelor s degrees from ? Graph 2. Percent of full-time instructional faculty who are female, by field: Fall 1987 and Fall Engineering Science and Engineering Natural Science, total Social and Behavioral Sciences Non-science and Engineering, total Graph 3. Percent of 1991 bachelor s degree recipients who graduated with a 3.0 GPA or higher, by field and sex: All Fields Science and Engineering, total Mathematical and Computer Sciences Life and Physical Sciences Engineering Social Sciences Male Female

95 Vol. 2 - Page 95 Debbie & Whales Nature of Science Meet a Whale Biologist Activity 2 Debbie Glockner-Ferrari is the biologist in the scene that supports this section. Like the humpback whales she studies, Debbie Glockner-Ferrari visits the Hawaiian Islands from November to April. Every year for the past 25 years, she has returned to meet up with her big friends. When the whales leave to go north to their summer feeding grounds in early May, Debbie and her family return to the mainland United States to process their field notes and to earn enough money to come back next year. Unlike many whale researchers, with permanent jobs at Universities and government agencies, Debbie is a self-taught scientist. Well, she started out to be self-taught. Then the whales began to teach her. Her published studies impressed older, established scientists who helped her learn the arcane skills of science. One of Debbie s major accomplishments is her discovery that male and female humpback whales can be distinguished underwater. Until Debbie found that females have a melon-shaped bulge in front of the genital pit, whale researchers could not tell the sex of a living whale unless it was a nursing mother. Debbie s special interest in humpbacks has been and continues to be their courtship, reproduction, and calving behavior. Like all field biologists working by observing living animals, Debbie has found her most useful single tool an extension of her own sharp eyes and memory is photography. By relentlessly photographing individual whales, trading these photographs with colleague whale researchers in other parts of the Pacific Ocean, she has tracked her Hawaiian friends over the Pacific and over the years. The 1996 season was a wonderful year for us in Hawaii. We saw Sasha with her new calf. We first met her in 1979 and she had a calf that year too, so we know Sasha is at least twenty-two years old. It s a real thrill to come back every year and recognize friends that we made 20 years ago. There is a real satisfaction to conducting field work year after year in what anthropologists would call a longitudinal study i.e., watching a group of animals year after year. In fact, I almost feel like an anthropologist returning to a village to renew old friendships and to see how children have grown and matured. After working singly on whale studies for five years, Debbie met and married her partner in research, Mark Ferrari. Their 6-year old daughter Chantelle (named for the singing of humpback whales) joins them in the field. Mark and Debbie s friends kid them about their family and the whales sharing the waters of Maui for their courtship, reproduction and childbearing. The clear waters of Hawaii are an ideal place to study whales using photography and observation. In the two decades that Debbie has been conducting research in Hawaii and the waters off Maui, she estimates she has taken more than 30,000 pictures of perhaps five hundred individual whales.

96 Vol. 2 - Page 96 Debbie & Whales Future Science Nature of Science Activity 3 Group size: Pairs Time you ll need: 1 hour or more for reading and research 30 minutes or more for interviews 1 hour or more for writing and editing an article Materials you ll need: the Scientist Profiles from this section access to research materials (optional) paper & pen and/or computer access What to do First, all participants need to check out the scientists in the other activities in this section: Meet a Whale Biologist or Meet a Scientist in the Library or an article on current whale research or a book from the Resources section. This will give you a sense of who some of the prominent whale researchers in the world are and what they do, and inspire you to think about how many things we still do not know about whales (and other animals). Next, participants pair up. One person pretends to be a reporter and the other a scientist. You are both living 25 years in the future so you are both 25 years older (Wow! How old will you be 25 years from now? Is that scary or what?) Pretend to be any kind of scientist you like; think of something people will be studying 25 years from now. The reporter should talk extensively with the researcher to gain information about the scientist s training and research. Use this information to write an informative magazine article about the person and his or her work. Here is a list of good questions to include in your interviews: Where did you go to school? When did you graduate? What did you study? What was the first research study you did? How did you get interested in that subject? What do you currently research? What are you trying to prove or discover through your research? Where? What part of the world? In a lab or in the field? How? Do other people work with you? What kinds? What skills do you use in your research? What kinds of instruments or technology do you use? Do you write about your work? Where and how do you get money for your slary and your research costs? Who is most interested in your work?

97 Vol. 2 - Page 97 Debbie & Whales Nature of Science Meet A Scientist In The Library Activity 4 Fortunately, and helpfully, some scientists also write popular books about their work, and how and why they do it. These books are for non-scientists and are often filled with interesting stories. All scientists write and publish the results of their research. Usually they publish in scientific journals. They write in formal styles and in vocabularies understandable mostly by other scientists. They include precise detail so that other scientists can evaluate and test the data reported in the paper. (Many scientific papers on the biology of whales are published in a journal called Marine Mammal Science. If you are interested in looking at scientific papers, this journal, published four times a year by the Society for Marine Mammalogy, is a great place to start.) Fortunately, and helpfully, some scientists also write popular books about their work, and how and why they do it. These books are for nonscientists and are often filled with interesting stories. Here is a list of popular books by active biologists who watch and study nature in the wild. Some are men, some are women. You may want to read the entire book. If the book is too long for you or above your reading level, check out the Introduction for an idea of what the book is about. Look at the Acknowledgments to see how many people a scientist needs for help. Whether you read the entire book or only parts of it, try to answer some of the following questions. Answer them in writing by yourself or form a group of fellow readers and discuss your answers. Find a quote that describes how the authorscientist feels about her or his work. What basic question or questions did the authorscientist try to answer? Were they successful? What animals did the author-scientist study? Where? What special skills or equipment were needed? Did the author-scientist make any new discoveries? Did the author-scientist work alone or with other people? (Describe some of them) Does this sound like the kind of work you would like to do? Why or why not? Peter Dodson & Cindy L. Van Dover The Octopus s Garden: Hydrothermal Vents & Other Mysteries of the Deep Sea, Addison- Wesley, 1995 Sylvia Earle Sea Change: A Message of the Oceans, G.P. Putnam s Sons, 1995 Dian Fossey Gorillas In The Mist, Houghton Mifflin, Boston, 1983 Jane Goodall The Chimpanzees of Gombe, Belknap Press, 1986 Bernd Heinrich Ravens in Winter, Summit Books, 1989; Bumblebee Economics, Harvard University Press, 1981 Peter Mathiessen The Snow Leopard, Penguin books, 1987 Ken Norris Dolphin Days: The Life and Times of the Spinner Dolphin, W.W. Norton, 1991; The Porpoise Watcher, W.W. Norton., 1974 Roger Payne Among Whales, Scribner, 1995 Karen Pryor Lads Before the Wind, Harper & Row, 1975 George Schaller The Deer and the Tiger: A Study of Wildlife in India, University of Chicago Press, 1967; The Last Panda, University of Chicago Press, 1993; The Giant Pandas of Wolong, University of Chicago Press, 1985 Edward O. Wilson Naturalist, Warner Books, 1995

98 Resources Vol. 2 - Page 98 Debbie & Whales Backgrounder Whales & Words Debbie & Whales Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Writing, after all, results from a person (the writer) trying to tell other people (the readers) the writer s thoughts about the world and how it appears to him or her. All scientists, whether they study whales or stars, must read and write well and often. They read many different kinds of writing: journal articles by other scientists; instructions about how to work a new instrument, camera, or computer; books written many years ago that may contain clues about the subject they study today; messages from colleagues who have just seen a whale do something wonderful; poetry, stories, and children s fables may help scientists to understand what they see in the world. Writing, after all, results from a person (the writer) trying to tell other people (the readers) the writer s thoughts about the world and how it appears to him or her. Such views of the world range from simple to complex. Writing About Whales The ways in which the writer writes about the world can be equally diverse. Consider these writings about whales. Hannah is 8. Here is what she wrote about a whale. My dad took me on a boat. We saw a whale up close. The whale blew hard. Its breath was wet and it stunk. D.H. Lawrence, a British poet, wrote a 38-line poem in 1928 called Whales Weep Not. One stanza says, And enormous mother whales lie dreaming suckling their whale-tender young and dreaming with strange whale eyes wide open in the waters of the beginning and the end This prayer of an Indian from the Kwakiutl tribe of the Northwest coast of North America (collected and translated by anthropologist Franz Boas) addresses a dead stranded killer whale, Oh, it is great how you lie there on the ground, great supernatural one. What has made you so unlucky? Why, great and good one, are you lying here on the ground? Friend, supernatural one, why have you been unlucky, friend, for I thought you could never be overcome In the Sierra Club Handbook of Whales and Dolphins, whale biologist Dr. Stephen Leatherwood wrote of strandings in a different style (but is the content so different?). some strandings may be caused by parasite infections that interfere with the animals biosonar navigational system or their sense of equilibrium. Large areas of brain damage due to parasitic flukes have been found many cetologists salvage cetacean carcasses from beaches and investigate possible explanations of how they got there. So far a good general answer has not been found. continued

99 Resources Vol. 2 - Page 99 Debbie & Whales Backgrounder Whales & Words Debbie & Whales continued For whatever purpose a scientist writes or reads, he and she must have and use the basic skills and knowledge of grammar, word-origin, sentence structure, and clear presentation and argument. In a recent scientific paper, whale biologists reported on the age and sex of western North Atlantic right whales: We evaluated the identification records of 188 identifiable right whales (60% of the known population) collected between 1980 and 1992, for which the age, sex and reproductive state (of adult females) were known. The mean annual identification frequency of adult females was significantly lower than that of adult males (p < 0.001), juvenile females (p < 0.001) and juvenile males (p = 0.028). Amongst cows, non-parous animals were seen significantly less often than parous ones (p < 0.003) All of these writers had something they thought was important to say about whales. Yet all of them were writing for different audiences for different purposes. The same person, for example, a whale scientist, may read all of the above writings and get important information from each of them. But the reader has some idea from where the writer viewed the world and, as he reads, will interpret the sense and meaning with that knowledge in mind. Good Reading Good Writing Good writers are good readers. Good readers can be good writers. To be a good writer and a good reader a person must: practice both often; learn basic skills, such as how words and sentences are built; write in a way that is simple and direct, and clear and persuasive; collaborate with the reader, or writer, i.e., know something about what the writer is attempting or what the reader expects. Writing and reading skills are basic to all professions. To a scientist they are essential and used for many purposes and for many audiences. Scientists write grant proposals to get money for research ( Dear National Science Foundation, I need $50,000 to charter a ship because ) Scientists write letters to non-scientists to ask support and permission. ( Dear Farmer, I would like to watch the ravens in your corn field for a year. ) Scientists explain their work to people who may know very little about their work. ( Dear Students, My daughter Maria has asked me to explain to her fellow fourth graders what my job is ) Scientists report their results to other scientists for verification and consideration. ( This paper presents data that support the hypothesis that some adult humpback whales, known to be born in Hawaii, consistently overwinter in Alaska. ) For whatever purpose a scientist writes or reads, he and she must have and use the basic skills and knowledge of grammar, word-origin, sentence structure, and clear presentation and argument. Learning and practicing these skills begins best in pre-school and continues throughout life. No one is too smart or too old to use the dictionary, to learn a new word, or to learn to be more simple and more direct. Start now, no matter what grade you are in.

100 Vol. 2 - Page 100 Debbie & Whales Whales & Words Debbie & Whales Choose an Activity The activities listed below will enable your students to experiment within the theme of Whales & Words. Press the corresponding bar for the activity you wish to explore. You can return to this page to select a different activity by clicking the Activities Menu button at the top of any activity page, or you can scroll through the activities using the forward and backward arrows. When you have completed all of the activities, click on the button to choose a different theme to explore. Activity 1: Backbone Letters Activity 2: In The Waters Off Maui, I... Activity 3: Well, Well, Willy. Whales!

101 Vol. 2 - Page 101 Debbie & Whales Backbone Letters Whales & Words Activity 1 Like all successful field biologists, Debbie learns by paying very close attention to the animals she studies. She watches, listens, counts and measures. Debbie Ferrari is the scientist swimming with the whales in the scene that leads to this activity. Like all successful field biologists, Debbie learns by paying very close attention to the animals she studies. She watches, listens, counts and measures. She learns to see patterns in the behavior of the whales she studies. By knowing these patterns, she can predict the way whales may act that she has yet to meet. she also knows the anatomy of whales. She has read books and helped dissect whales that died on the beach. She also knows about the evolution and ancestry of whales from studying books and fossils. Imagine that the animals you are studying are words. Take some time to watch, and to listen to words. Inspect them, take them apart, and see how they work. Read books about the ancestry and evolution of words; (here s a good one to start with, Mother Tongue, English And How It Got That Way, by Bill Bryson, Avon Books, 1989). The lessons you learn will help you predict the way that new words you haven t even seen yet may act when you encounter them. Think about this Every whale has a backbone. The muscles of the whale attach to the backbone and make it strong and flexible. Just as every whale that Debbie studies has a backbone, every word that you study has backbone letters. Backbone letters are A, E, I, O, U, and sometimes Y. Backbone letters are usually called vowels. There are muscle and fat letters in words, too. These are the rest of the letters in the alphabet. They are usually called consonants. The backbone letters in whale are a and e ; the muscle and fat letters are w, h and l. Sometimes the backbone letter e looks like a tail at the end of the word. It doesn t make any sound and so may appear to have no use. But, like the whale s tail gives it power, the ending vowel e can give power to the rest of the word. Look at the silent e on the end of mate. It doesn t make a sound. But by being at the end of the word, e changes the sound of the a before it. When an e ends a word after a muscle letter like t, it makes the vowel before the letter say its name (or become a long vowel). Because the e is there the a in mate says ay ; without the tail of e, the a in mat says eh the i in site says its name; but the i in sit says ih ; the o in rote says its name; but the o in rot says ah. Without the backbone e at the tail, the backbone letter in front of the ending muscle letter is short and you say it more at the back of your mouth than the front of your mouth. Muscle letters (consonants) sometimes act together to change the sounds of the backbone letters (vowels) near them. Even thought we don t say the muscle letters, they do make us say the backbone letter in front of them differently. Look at might. We don t sound the g or h but they act together to make the backbone letter in front of them say its name. Without the gh light is lit and the backbone letter i sounds very different. Can you think of more examples when muscle letters change the sound of backbone letters near them? The biology and behavior of whales is complicated and at first difficult to understand. But if we look closely at a whale, how it is made and what it does, it gets easier to understand whale biology. Writing and reading, spelling and pronunciation are also complicated and difficult to understand. But if we look at words carefully and see how they are made of letters and what those letters do, reading and writing, spelling and pronunciation get easier.

102 Vol. 2 - Page 102 Debbie & Whales Whales & Words In the waters off Maui, I Activity 2 The waters of Hawaii are now hospitable to humpbacks. Federal and State law protect them. But in the 1960s, tourists could buy whale burgers in the town of Lahaina, Maui.. Human attitudes and actions toward whales have changed over the past century and especially in the past thirty years. The waters of Hawaii are now hospitable to humpbacks. Federal and State law protect them. But in the 1960s, tourists could buy whale burgers in the town of Lahaina, Maui. A hundred years earlier, whaling ships from New England anchored off Lahaina to renew their supplies and take a break. Humpbacks may have acted very differently in those old days. Imagine You are standing in the bow of a small boat. It s speeding through the white-crested waves of a deep blue Hawaiian sea. Your legs are braced so your hands and arms are free to use the tool you are holding. Your companions propel and steer the boat so you can concentrate on what is ahead. All your interest and energies are focused on the water surface right in front of the moving boat. Suddenly, but not unexpectedly, a humpback whale surfaces for a breath. It is huge probably a female, because a calf is swimming alongside. The sunlight sparkles on her wet skin as spray explodes from her double blowhole. And then And then what? You decide. Write in the first person; consider these and other questions: What do you do? What does the whale do? What tool are you holding? (a camera? a harpoon?) What do you think? How do you feel? (scared? thrilled? happy? blood-thirsty?) Who is in the boat with you? Write as if you are a whaler in the 1850s, or, Write as if you are a whaler in the 1990s, or, Write as if you are a marine biologist in the 2000s. You can write this by yourself or, try this Work with a group of classmates. Each person has one minute to write one sentence. The writer reads it aloud, then passes the paper to the next person, who writes the next line. At the end of minutes, read the entire story. Critique and discuss it. Was writing in a group different from writing by yourself? How?

103 Vol. 2 - Page 103 Debbie & Whales Whales & Words Well, Well, Willy. Whales! Activity 3 Group size small or large group Time you ll need 20 minutes Materials you ll need accomplished reader paper and pencil radio Objectives To recognize a specific consonant set and sound. To concentrate on a sound source and extract quantitative information from it. To demonstrate the effect of background noise. To stimulate discussion about the effects of human-made sound in the world of whales. What to do An accomplished reader reads the following story. (The story can be shortened for younger listeners.) Listeners mark down (we suggest in fences and gates, groups of five) every time they hear a wh sound (Hint: there is one wh sound made by letters other than wh ). Count the total of wh sounds. Turn on a radio tuned to voices (e.g., news, commercials, etc.) Do the exercise again. Was it easier or more difficult to listen to the reader and hear the wh sounds? Were the counts the same? Was there greater or lesser error in the counts with the radio on? How is this exercise similar to what whales endure in an ocean area filled with human-made sounds like SONAR and engine noise? Wanda White was a wonderful woman who walked west from Walla Walla, Washington. Wanda wanted Willy Wilson to watch whales with her at the west wall of Whistler s Wardrobe (a wharf where the wind whistled in winter). Whereas wildlife gave Willy the willies and he was wont to whimper, Wanda worried Willy would wail. Wednesday, Wanda wakened and walked with Willy west, where the wharf was. Wanda wondered, would Willy wail while whales wandered in their wayfaring, whale way? With wit, Wanda watched westward where whales were. Well, well, Willy. Whales, whispered Wanda. Wanda watched in wonder while wily whale males waltzed and whistled with their wayfaring wives. (One whale watched Wanda.) Willy watched and watched and watched...when, Wonder of Wonders! Willy Wilson without worry whooped wildly, Whales! Whales! Wahoo for whales!

104 Resources Vol. 2 - Page 104 Debbie & Whales Backgrounder Whale Biology Humpback Whale Unlike some whales that seem to slip beneath the surface when they dive, a humpback well humps its back, extends its tail in the air and then dives. Humpback Whale Megaptera novaeangliae, (Mysticeti Baleen Whales) Adult males are famous for their songs. In Whales, we hear them singing in Hawaii. Scientist Debbie Ferrari has studied mothers and their calves among the islands for more than 20 years. After they leave Hawaii in the Spring, humpbacks migrate to Alaska to eat all summer. Watch them catch fish with a net of bubbles and a mouthful of baleen. Humpbacks whales are famous for their long, haunting and complicated songs. In Whales we see a lone male humpback hanging motionless in the mid-water and hear him sing his plaintive song. Scientists need more research in order to know what these songs are really for courtship, perhaps, or warnings to competing males? No one is certain how humpbacks produce their songs. Roger Payne and Scott McVay first discovered in 1971 that humpbacks sing long and complex songs. Later scientists learned that only males sing, although all humpbacks make sounds. Roger Payne is still studying whale songs, and we see him in Whales recording their melodies. Singing occurs mainly during the breeding season but songs have been heard occasionally on the summer feeding grounds in Alaska. Humpbacks belong to a group that includes the largest of the world s baleen whales. Loosely called rorquals, all whales in this group (blue whales, fin whales, sei whales, minke whales, Bryde s whales) are slender and streamlined. Humpbacks are the stoutest of the group. Rorquals have many grooves on the throat, extending from the chin to behind the pectoral (or, arm) fins. Once thought to aid in streamlined swimming, grooves instead act like accordion pleats to expand the mouth. Humpbacks have grooves, the fewest of any rorqual. Sometimes names aren t much help in identifying an animal, but humpbacks are an exception. Both the scientific and the common name give us some tips for distinguishing them from other whales. Unlike some whales that seem to slip beneath the surface when they dive, a humpback well humps its back, extends its tail in the air and then dives. The habit of extending its tail before it dives turns out to be very helpful to whale biologists. Individual whales can be identified by the bumps, scallops and white and dark patches on their tail fins, or flukes. Humpbacks also have distinctive pectoral, or wing fins. These fins are almost a third as long as the whale s body, longer (relatively) than any other whale. Megaptera means giant fin. The species name novaenglandii comes from their unfortunate history with the whalers of the east coast of the United States and the coast where they were once abundant. Humpback whales are found throughout the world s oceans. There are populations on both sides of the Pacific and Atlantic oceans. In the North Pacific, populations winter (on the west side) around the Marianas, Bonin, and Ryuku Islands and Taiwan. The eastern Pacific stocks winter in Hawaii and on the American coast and nearshore islands and in the Sea of Cortez and mainland Mexico. Northwest Atlantic humpbacks winter in the West Indies and summer from New England (another link to their species name) to Baffin Island. In the Eastern Atlantic, they winter near the Cape Verde Islands and northwest Africa, and summer north of Norway. Humpback whales spend spring, summer and early autumn in high latitudes, well away from the equator. Here they feed and little mating activity takes place. But in late autumn, humpbacks set forth on their long annual migration to tropical waters closer to the equator where they court, mate and calve. Typically, wintering areas are found around islands and reefs. Recent evidence suggests that not all individuals may migrate every year. Adult females have been reported over-wintering in Alaska and the Gulf of Maine.

105 Vol. 2 - Page 105 Mother & Calf Mother & Calf Baleen whales, pregnant for almost a year, provide a long period of maternal care at least three months of lactation on the nursery grounds followed by a long escorting period.

106 Vol. 2 - Page 106 Mother & Calf Mother & Calf Choose a Science Theme The Mother & Calf Scene Resource supports learning plans for the themes high-lighted below. Press the highlighted bar for the theme you wish to explore. Life Science P h y s i c a l S c i e n c e Earth Science Science as Inquiry Science in Society Nature of Science Whales & Words Whale Biology

107 Resources Vol. 2 - Page 107 Mother & Calf Backgrounder Life Science Mother & Calf Reproduction and Heredity Reproduction is a characteristic of all living systems; because no individual organism lives forever, reproduction is essential to the continuation of every species. Some organisms reproduce asexually. Other organisms reproduce sexually. Successful reproduction produces offspring that have a good chance of surviving, in turn, to reproduce. The scene of a humpback mother and her calf departing the nursery grounds for a long trek to faraway feeding areas has been repeated by many generations of whales over thousands of years. The close ties between mother and young and the care and learning that result are adaptations for survival. Maternal care is vital for mammals, but the amount and kind of such care varies widely for vertebrates in general. Marine vertebrates (back-boned animals that live in the sea, including fish, sharks and whales) have a variety of strategies and adaptations to assure reproductive success. Successful reproduction produces offspring that have a good chance of surviving, in turn, to reproduce. Strategies The many reproductive strategies of marine vertebrates can be generally grouped into two kinds: I. Production of many young, with little if any maternal care; II. Production of fewer young that receive some, or much, parental care. Parental care can be divided into: A. pre-hatching or pre-birth; and, B. post hatching or post-birth. Let s look at these groupings in more detail. I. High Production / No Care Most fishes use the strategy of producing many, many tiny young. The chances of some surviving are increased by the great number produced. In all but a few species, eggs and sperm are broadcast into open water. Once the egg is released into the water, the mother provides no care. Some fishes (damsel fishes are one example) place their eggs in nests and guard them until they hatch. Broadcast eggs are fertilized and float in the currents as part of the plankton. When the nutrition from the yolk is exhausted, the young fish hatches. The resulting free-swimming transparent larval forms continue to live in the plankton feeding on zooplankton. After days or weeks, the tiny larval forms transform into juveniles and settle to the bottom or school in mid water. II. Low Production/ High Care A. pre-birth care/ no post-birth care Surf Perches and Sharks and Rays Not all fish broadcast their eggs into open water. The surf perch family, found in abundance in the coastal waters of California and Japan, give birth to live juveniles. The number of young produced is limited by the size of the mother and her ability to carry developing young. During gestation, maternal nutrients are transferred to the developing young via capillary systems in the greatly expanded fins of the young and the ovarian tissue of the mother. All sharks and rays either give birth to live young or lay eggs. Each egg hatches into a single juvenile a miniature adult. Sometimes the hatching occurs inside the mother and she continues to nourish the embryos (one to dozens, depending on the species and the size of the mother) until they fully develop and are continued

108 Resources Vol. 2 - Page 108 Mother & Calf Backgrounder Life Science Mother & Calf continued Seals and sea lions are mammals and mothers suckle their young with milk. Even before weaning, mothers leave their young alone in a colony while they go out to sea to forage. born. Any maternal care is limited to gestation and pre-birth behavior, such as migration into pupping grounds where predation is lower than the open sea, or the placement of eggs in safe places, such as in cracks and or beneath rocks. Sea Turtles and Sea Snakes Sea turtles lay eggs. Their maternal care is limited to pre-hatching behavior. Sea turtles may migrate for hundreds or thousands of miles to nesting beaches. The female leaves the water and digs a large hole in the beach above the wash of the waves. Here she deposits the eggs, buries them and leaves. There is no maternal care after they hatch. The young are on their own to find the sea and move on. Sea snakes give birth to live young. There is no maternal attention after birth. Care is limited to gestation and delivery of the young in a safe area of the reef. B. pre-birth care/ no post-birth care Seahorses and Cardinal Fish Some fishes afford both pre-birth care and some post-birth care. In seahorses, and their pipefish relatives, the male retains the juveniles in a pouch on his belly. The young go forth to feed and return to shelter until they have grown to a size at which their survival is more likely. Male cardinal fish, found on most tropical reefs, provide protection for their young within their mouths. The young come and go in a manner similar to the sea horses using their father s pouch. Sea birds Sea birds provide significant care for their very few young (often only one), from incubation of the egg to care of the young until it is able to fly and feed on its own. In some species boobies, frigate birds, and terns parents alternate care. One parent will incubate the young while the other parent forages sometimes far at sea. Seals and Sea Lions Seals and sea lions are mammals and mothers suckle their young with milk. Even before weaning, mothers leave their young alone in a colony while they go out to sea to forage. There is no care from the fathers in the colony, but there may be significant teaching by adult males and females when the juveniles enter the water. Toothed Whales (Dolphins, Porpoises, and Orcas) After a lengthy gestation, dolphins receive substantial post-birth care immediately from birth and during the nursing period. A mother gives birth to a single calf (rarely to twins). Calves are born tail first, so that they continue to receive oxygen from their mother as long as possible. Mothers and accompanying adults assist the newborn in reaching the surface where it takes its first breath. As juveniles and young adults, dolphins receive significant care from the group in which they live. Baleen Whales Baleen whales, pregnant for almost a year, provide a long period of maternal care at least three months of lactation on the nursery grounds followed by a long escorting period. During migrations of thousands of miles, there may be significant teaching of the young by adults. Many species of toothed whales such as dolphins and killer whales include young in large family groups. Baleen whales, as far as we know don t form such social groups and mother and calf are fairly independent of large group interactions.

109 Vol. 2 - Page 109 Mother & Calf Life Science Mother & Calf Choose an Activity The activities listed below will enable your students to experiment within the theme of Life Science. Press the corresponding bar for the activity you wish to explore. You can return to this page to select a different activity by clicking the Activities Menu button at the top of any activity page, or you can scroll through the activities using the forward and backward arrows. When you have completed all of the activities, click on the button to choose a different theme to explore. Activity 1: Moms and Babies

110 Vol. 2 - Page 110 Mother & Calf Moms and Babies Life Science Activity 1 Group size Individuals or pairs Time you ll need Research: 2-3 hours Writing: 2-3 hours Materials you ll need pen and paper access to reference materials on mammals Objective To research and chart the differences in reproduction and maturation of young in various mammals. What to do Choose four mammals you would like to research and enter their names on the chart below. Go to the library, use encyclopedia or the Internet, or ask any biologists, zoologists, vets, or other mammal experts you know to get the information necessary to complete this chart. What similarities exist among your animals? What differences? Here s a list to help you choose your four mammals, or, find your own special species. Polar Bear Coyote Raccoon Opossum White-Tailed Deer Moose Kangaroo Wombat House Mouse Cat Dog Duck-billed Platypus Dolphin Gorilla Horse Lemur Wildebeest African Elephant Prong Horn Antelope Sea Otter Blue Whale Leopard Seal California Sea Lion Human How much time does the young animal spend inside the mother? How many babies are born to one mother at a time? How many litters can be born to a mother in a year? How long does the mother suckle (give milk to) the young? Can the newborn mammal see? Can the newborn mammal walk? Can the newborn mammal swim? Does it have a good layer of fur? When is it ready to leave its mother and find its own food? When is it ready to have its own young?

111 Resources Vol. 2 - Page 111 Mother & Calf Backgrounder Earth Science Mother & Calf Structure of the Earth System Global patterns of atmospheric movement influence local weather. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat. The major currents of the world bear names, as the persistent geographic features they are. The Moving Ocean When baleen whales leave their seasonal courting and breeding grounds to travel to productive areas rich with food, they swim through thousands of miles of ocean. It is not a uniform ocean. Its waters are complex combinations of currents moving in all directions east, west, north, south, and up and down. As whales travel through these moving waters, they encounter water masses of different temperatures and salinity (i.e., salt and chemical content). Currents Currents form in the oceans for several reasons. The chief influence on currents is energy transferred from wind blowing on the sea surface. The major ocean current systems are produced by the major wind belts around the globe. These winds are generally steady and persistent in direction. They are caused by differential heating of atmospheric air masses. As winds blow across the face of the spinning Earth, they are deflected by the earth s rotation. This deflection of direction is called the Coriolis effect. As the Earth rotates from west to east, the spinning of the planet causes a slight displacement of the moving air to the right in the Northern hemisphere, and to the left in the Southern hemisphere. Prevailing winds push surface waters into motion, producing slow but massive laterally moving currents that transport great volumes of water across great distances. Currents affect the distribution of marine animals and primary producing plant cells. Currents also influence weather and climate by transferring heat energy from one area to another. Warm currents carry and release heat; cold currents absorb heat. continued Oyashiro current Labrador current North Atlantic current Kuroshio current North equatorial current California current Gulf Stream Canary current North equatorial current Equatorial countercurrent South equatorial current Humbolt current South equatorial current Brazil current Benqueln current Equatorial countercurrent Equatorial current West wind drift

112 Resources Vol. 2 - Page 112 Mother & Calf Backgrounder Earth Science Mother & Calf continued Major wind belts of the earth and their prevailing directions. (Note: winds are named for the direction from which they are blowing.) 30 N 0 30 S 60 N 60 S Easterlies Easterlies Westerlies Northeast Trades Southeast Trades Westerlies the trade winds, blowing toward the Equator in both hemispheres, push water toward the Equator from east to west. Thus, net water movement is east to west. The force of the wind on the surface of the sea also affects deeper layers of water. Each layer receives a decreasing amount of energy. As a result a current s velocity is reduced with depth. The depth at which wind stress fails to impact motion is usually within the upper hundred meters. The presence of the continents and other land masses also affect currents. For example, the trade winds, blowing toward the Equator in both hemispheres, push water toward the Equator from east to west. Thus, net water movement is east to west. Water piles up on the western side of ocean basins (e.g. against Asia in the Northern Pacific; against South America in the South Atlantic) and flows along the coasts away from the equator. Differences in water density are important factors in both shallow and deeper currents. Tides drive currents along coastal embayments. But winds influence surface currents and are the main drives of global current patterns. To fully understand current patterns, it helps to realize that the seawater of the world s oceans is made up of a number of different water masses, based on density differences due to different temperatures and salinity. Salinity The range of salinity, or dissolved salts, in the sea is smaller than the wide range of temperatures. Salinity is usually expressed as parts per thousand = rather than percent (= parts per hundred = % ). Open ocean sea water in most of the world varies from (which also equals 3.4% to 3.7%) and averages 35. Inshore and in enclosed areas, fresh water runoff from rivers can depress salinity to 0. In hot, enclosed areas of high evaporation such as the Red Sea and Persian Gulf, salinity may rise to 40. Temperature The temperature range of seawater affects the density of seawater far more than differences in salinity. The salt content of seawater depresses its freezing point below the fresh water freezing point of 0 C (32 F) to -1.9 C (28.5 F) for seawater of salinity of 35. continued

113 Resources Vol. 2 - Page 113 Mother & Calf Backgrounder Earth Science Mother & Calf continued Movement in the deepwater mass (below the mixed layer and the thermocline) is isolated from the wind. But it is influenced by changes in surface water. Seawater temperature decreases with increasing depth and increasing latitude. Near-freezing seawater occurs in polar seas and in the deep sea. In sun-heated tropical waters, seawater is often C (68-86 F) throughout the year. Below the warm sun-heated water of the surface, temperature falls rapidly with depth, most markedly between feet (5-300 m.). This depth zone of most rapid temperature decline (the depth of which varies with latitude and area) is the called the thermocline. Below the thermocline, water temperature continues to decrease with depth but at a much slower rate. In effect, one can consider the water mass below the thermocline to be essentially the same temperature. Tropical waters have a thermocline year-round. Temperate waters have a thermocline in the summer. Cold polar waters lack a thermocline; temperature is essentially the same from surface to bottom. The upper water mass of the oceans, the area above the thermocline, is in constant motion, with currents and waves. Waves range in size from ripples to large ocean swells. We can easily see them. Currents are water movements that transport water masses horizontally or vertically. Masses of a given density (combination of temperature and salinity) tend to move at different rates than other water masses and maintain their integrity. Mixing does occur at boundaries. Upwelling Vertical movement of water results from the sinking of colder denser water from the surface to deeper layers. Upwelling water, in which nutrients have concentrated, flows upward in certain areas. Along the eastern margins of ocean basins wind driven surface currents flow toward the equator along the coast. Simultaneously the rotation of the Earth tends to displace the moving surface waters offshore. Deeper water flows upward to replace the surface water moving offshore. Deep Water Movement Movement in the deep-water mass (below the mixed layer and the thermocline) is isolated from the wind. But it is influenced by changes in surface water. Denser seawater (colder and/ or saltier) sinks in seawater of less density. For surface water to sink into the deep water mass it must increase in density. This can happen in two ways. Sun-heated tropical water increases in salinity due to evaporation. The Gulf Stream in the Northern Atlantic transports warm high saline water northward. Near Iceland and Greenland, it meets the southward flowing, cold Labrador current. Mixing of the water masses forms cold, saline and denser water that sinks to form North Atlantic deep water. This mass moves very slowly south over time. Eventually, perhaps a century after it sinks, it surfaces in the Antarctic region. Weather Effects One key to the ocean s effect on weather is the very high heat capacity of water. Heat capacity refers to the quantity of heat required to raise the temperature of 1 gram of substance 1 C. In other words, once water is heated up, it retains heat even as air temperature drops. Sun-heated land cools off faster after dark than does seawater. This gives rise to the onshoreoffshore effect of local winds. During the day, land heats up quickly. The adjacent ocean heats up slowly. Hot air over the land rises; cooler air from the sea rushes in to fill in behind it. We feel this as a daytime onshore breeze. At night the land cools quickly. Air over the warmer ocean rises; cool air from land fills in behind it We feel this as nighttime offshore breeze. This is one example of ocean s effect on local weather.

114 Vol. 2 - Page 114 Mother & Calf Earth Science Mother & Calf Choose an Activity The activities listed below will enable your students to experiment within the theme of Earth Science. Press the corresponding bar for the activity you wish to explore. You can return to this page to select a different activity by clicking the Activities Menu button at the top of any activity page, or you can scroll through the activities using the forward and backward arrows. When you have completed all of the activities, click on the button to choose a different theme to explore. Activity 1: Cold Water Currents Activity 2: Salty Waters Activity 3: Cold Water, Colder Air Activity 4: Plotting a Course Activity 5: Relatively Dense

115 Vol. 2 - Page 115 Mother & Calf Cold Water Currents Earth Science Activity 1 Group size Pairs or small groups Time you ll need 20 minutes or more (though colored ice cubes must be frozen ahead of time) Materials you ll need water dark blue food coloring ice cube tray and freezer ground pepper rectangular glass baking dish (or a small rectangular aquarium) a glass, bowl, or measuring cup Objective To observe how temperature differences in ocean waters affect currents. What to do Fill the glass, bowl, or measuring cup with water and mix in the dark blue food coloring. Fill the ice cube tray with the colored water and place it in the freezer. After the blue ice cubes are frozen, fill the glass baking dish or aquarium half full with warm tap water. Sprinkle some ground pepper onto the surface of the water. Does the pepper move? What is the direction of the surface current of the water? Next, take one of the blue ice cubes and place it in the water at one end of the glass dish, or aquarium. Watch the direction of the blue water as the ice cube melts. In which direction is it flowing? Does the blue water stay on the bottom or float to the top? Did the moving pepper change directions? Now empty your aquarium and re-fill it with clear, warm water and sprinkle it with pepper. This time put a colored ice cube in each end of the glass dish. What do you observe? What s happening? You ve just made a basic model of the Earth s oceans: cold at each end (the poles) and warm in the middle (the equator). Water at the equator receives more direct sunlight and is warmer than water at the poles. Polar waters receive only slanting sunlight in the summer and no sunlight in the winter. Cold water is heavier than warm water so the colder, heavier waters in polar regions sink to the ocean floor and flow along the bottom to the equator. These flows are called density currents. Cold water is denser than warm water.

116 Vol. 2 - Page 116 Mother & Calf Salty Waters Earth Science Activity 2 Group size Pairs or small groups, or as a demonstration by the teacher Time you ll need 30 minutes Materials you ll need a wide-mouthed jar (a mayonnaise jar will do) or a large glass measuring cup two large glasses of water red food coloring and green food coloring a carton of table salt Objective To observe how dissolved salt (salinity) affects the density of water. What to do In one glass of water, add about a half teaspoon of salt (or 2 grams) and a few drops of red food coloring. Mix it well, then pour it into the jar. Let the mixture stabilize. What do you observe? In the other glass, dissolve 3 teaspoons (or about grams) of salt and a couple of drops of green food coloring. Slowly pour this mixture into the jar. What happens? Let the mixture sit for a while. Does it eventually mix together? How can you tell? What s happening? Heavier, or denser, water sinks to the bottom in lighter, or less denser water. Two major factors influence the density of water: 1. temperature, and 2. salt content. In this activity, all of the water is at the same temperature so it does not affect the density. However, the water with more salt (higher salinity) is heavier, denser, than the water with less or no salt. In the ocean, salinity is due to many chemicals beside just the salts in table salt. All sorts of conditions affect salinity in the oceans. Fresh water flowing in from rivers, lakes and icemelts make ocean water less salty. Evaporation in hot places, like the Red Sea, make sea water saltier. Water becomes heavier as it becomes saltier, and sinks below less salty water.

117 Vol. 2 - Page 117 Mother & Calf Cold Water, ColderAir Earth Science Activity 3 Group size Individuals, pairs or small groups Time you ll need About an hour Materials you ll need 2 large glass jars with lids (e.g., mayonnaise jars) 2 thermometers (best if scaled in both Fahrenheit and Celsius scales) a large jug of water (about 1 gallon, or 4 liters) at room temperature a refrigerator or freezer graph paper a watch or clock pens or pencils with green and blue ink/lead 70 Objective To observe how air and water are affected by temperature changes. What to do Put one of the thermometers in an empty jar and screw on the lid. After 2 or 3 minutes, note the temperature on the thermometer. Record the temperature of the air inside the jar on your paper. Fill a second jar with water from the jug. Immerse a second thermometer in the jar of water, then screw on the jar lid. Place both jars in the refrigerator and record the temperatures shown on the two thermometers every three minutes for 21 minutes (or more). Plot your results on a scale similar to the one shown below. Plot the temperature of the air in green and the temperature of the water in blue. What do you notice? What s happening? Temperature changes happen much more quickly in air than they do in water. The temperature of the atmosphere changes much more quickly than the temperature the ocean. Air that gets blown across the sea tends to be either warmed up or cooled down, depending on the temperature of the ocean. This is a major reason why coastal areas tend to be cooler than inland areas in the summer and warmer than inland areas in the winter temperature time in minutes

118 Vol. 2 - Page 118 Mother & Calf Plotting A Course Earth Science Activity 4 Group size Individuals Time you ll need 1-2 hours Materials you ll need a photocopy of a world map with longitude and latitude lines world map showing major ocean currents (see Backgrounder) 3 colors of pen or pencil a copy of the course charts on the next page optional: a globe can help you find lines of latitude and longitude Objective To learn to plot longitude and latitude points and to map explorers routes and find locations of currents. Background Explorers and researchers that sail the sea need to know where they are. Winds and currents affect the course of ships, as well as the migrations and movements of whales and plankton. Scientists are studying how whales and other animals navigate in the sea. Humans have developed various methods and instruments to help find our way around the world. Navigators describe their position by using the unique intersection of two kinds of lines latitude line and longitude lines. Lines of latitude and longitude are divided into degrees (like the circles they are). Lines of latitude go around the world horizontally. The equator is the longest line of latitude, encircling the earth at its maximum diameter. It is the zero line of latitude. All lines above it are north latitude. All lines below it are south latitude. The North and South poles are 90 degrees N and S respectively. Lines of longitude encircle the earth vertically and all pass through the poles. The 0 line of longitude (also called a meridian) has been arbitrarily placed and passes through Greenwich, England. In could be anywhere that navigators agree on but geographers working at the Greenwich observatory were influential. They discovered ways for ship navigators to calculate longitude using time and observations of sun, moon and stars. Before Greenwich scientists discovered how to observe and calculate longitude in the late 18 and early 19th centuries, explorers had to guess at longitude, although they could easily observe latitude from the stars. Consider these famous voyagers who needed to now where they were on the surface of a trackless sea: Ferdinand Magellan left Spain in 1519, beginning the first voyage around the world. He was searching for a shortcut to Asia. Though he was wrong about the shortcut, he became the first European to cross the Pacific Ocean, and discovered an important passage to Asia at the tip of South America, now known as the Strait of Magellan. Naturalist Charles Darwin set sail from England aboard the H.M.S. Beagle in 1831 for what became a five-year journey around the world. Darwin studied and collected specimens of fossils and plant and animal life from the countries the Beagle visited. His extensive research led to his theory of evolution. The first around-the-world oceanographic research voyage was made by the crew of the H.M.S. Challenger. The ship left England in 1872 and returned in What to do On the next page (titled Where Did They Sail?) you ll find plotting points for the courses of Magellan, Darwin and the H.M.S. Beagle, and the H.M.S. Challenger. Use a different color of marker to plot each course on your map, and use arrows to indicate which direction the ships sailed. What currents did these explorers contend with? Draw them on your map. continued

119 Vol. 2 - Page 119 Mother & Calf Earth Science Plotting A Course continued Activity 4 Where Did They Sail? Use these points to plot the courses of each voyage. If your map does not show them, indicate names of the countries each voyage visited and, when possible, port names or island names. Magellan s Route H.M.S. Beagle H.M.S. Challenger Route Route 37º N, 6º W 51ºN, 1ºW 51º N, 1º W 5º N, 15º W 26º, 16ºW 5º S, 35º W 8º S, 35º W 12ºS, 39ºW 35º S, 20º E 52º S, 68º W 24ºS, 44ºW 65º S, 80º E 40º S, 80º W 35ºS, 56ºW 40º S, 174º E 24º S, 100º W 47ºS, 68ºW 20º N, 112º E 2º N, 170º W 33ºS, 72ºW 3º S, 145º E 10º N, 124º E 1ºS, 90ºW 35º N, 140º E 3º S, 126º E 18ºS, 150ºW 20º N, 155º W 30º S, 90º E 36ºS,174ºE 35º S, 75º W 35º S, 20º E 33ºS, 152º E 52º S, 68º W 40º N, 30º W 8ºS, 93ºE 35º S, 57º W 37º N, 6º W 20ºS, 42ºE 51º N, 1º W 35ºS, 19ºE 9ºS, 16ºE 12ºS, 39ºW 38ºN, 28ºW 51ºN, 1ºW More Plotting Fun Find the latitude and longitude of the following: London, England Sydney, Australia Tokyo, Japan Honolulu, Hawaii Vladivostok, Russia Singapore (this city is also a country) Jakarta, Indonesia Anchorage, Alaska McMurdo Station, Antarctica the city or town where you live

120 Vol. 2 - Page 120 Mother & Calf Relatively Dense Earth Science Activity 5 Group size Individuals or pairs Time you ll need 40 minutes or more Materials you ll need a glass beaker or measuring cup a hydrometer water vegetable oil denatured alcohol pancake syrup salt food coloring (2 colors) 5 cups (can be disposable) paper and pen Objective To measure the relative densities of different materials and observe how and why different materials and objects sink or float. What To Do In one of your mixing cups, mix about 1 tablespoon of salt with about 1/2 cup of water. Then add a few drops of one of the colors of food coloring. In the other cup put about 1/2 cup of denatured alcohol and add a few drops of a different food coloring. Now pour about 1/2 cup of vegetable oil in a third cup, syrup in a fourth cup, and plain water in the fifth cup. Use your hydrometer to measure the density of each of the five liquids by placing the bulb end of the hydrometer in the liquid and reading the calibration. Make a chart on a piece of paper with the names of all five liquids and their densities. What can you infer from your findings? In the beaker or measuring cup pour equal amounts (not the entire quantities of each cup unless you have at least a 3 cup beaker or measuring cup!) of each of the liquids, one at a time and slowly. After adding each liquid, wait for it to settle and note your observations. What do you see in your beaker after all five liquids have settled? Try to find two or three small objects of different weights and place them carefully in the beaker, one at a time. Where do they settle? Why? What s Happening: Different materials have different masses for the same volume; the mass (in grams) of a cubic centimeter of something is called its density. Densities are sometimes given as their relative densities their densities relative to water. Scientist use a variety of instruments to measure various properties of solids, liquids and gases. A hydrometer is used to measure the density of liquids. Hydrometers float in liquids and the density reading is taken off the top of the liquid. The denser the liquid, the higher the hydrometer will float. Water has a density of 1. Liquids with densities lower than 1 will float on water; those with densities higher than 1 will sink below water.

121 Resources Vol. 2 - Page 121 Mother & Calf Backgrounder Whale Biology Humpback Whale Unlike some whales that seem to slip beneath the surface when they dive, a humpback well humps its back, extends its tail in the air and then dives. Humpback Whale Megaptera novaeangliae, (Mysticeti Baleen Whales) Adult males are famous for their songs. In Whales, we hear them singing in Hawaii. Scientist Debbie Ferrari has studied mothers and their calves among the islands for more than 20 years. After they leave Hawaii in the Spring, humpbacks migrate to Alaska to eat all summer. Watch them catch fish with a net of bubbles and a mouthful of baleen. Humpbacks whales are famous for their long, haunting and complicated songs. In Whales we see a lone male humpback hanging motionless in the mid-water and hear him sing his plaintive song. Scientists need more research in order to know what these songs are really for courtship, perhaps, or warnings to competing males? No one is certain how humpbacks produce their songs. Roger Payne and Scott McVay first discovered in 1971 that humpbacks sing long and complex songs. Later scientists learned that only males sing, although all humpbacks make sounds. Roger Payne is still studying whale songs, and we see him in Whales recording their melodies. Singing occurs mainly during the breeding season but songs have been heard occasionally on the summer feeding grounds in Alaska. Humpbacks belong to a group that includes the largest of the world s baleen whales. Loosely called rorquals, all whales in this group (blue whales, fin whales, sei whales, minke whales, Bryde s whales) are slender and streamlined. Humpbacks are the stoutest of the group. Rorquals have many grooves on the throat, extending from the chin to behind the pectoral (or, arm) fins. Once thought to aid in streamlined swimming, grooves instead act like accordion pleats to expand the mouth. Humpbacks have grooves, the fewest of any rorqual. Sometimes names aren t much help in identifying an animal, but humpbacks are an exception. Both the scientific and the common name give us some tips for distinguishing them from other whales. Unlike some whales that seem to slip beneath the surface when they dive, a humpback well humps its back, extends its tail in the air and then dives. The habit of extending its tail before it dives turns out to be very helpful to whale biologists. Individual whales can be identified by the bumps, scallops and white and dark patches on their tail fins, or flukes. Humpbacks also have distinctive pectoral, or wing fins. These fins are almost a third as long as the whale s body, longer (relatively) than any other whale. Megaptera means giant fin. The species name novaenglandii comes from their unfortunate history with the whalers of the east coast of the United States and the coast where they were once abundant. Humpback whales are found throughout the world s oceans. There are populations on both sides of the Pacific and Atlantic oceans. In the North Pacific, populations winter (on the west side) around the Marianas, Bonin, and Ryuku Islands and Taiwan. The eastern Pacific stocks winter in Hawaii and on the American coast and nearshore islands and in the Sea of Cortez and mainland Mexico. Northwest Atlantic humpbacks winter in the West Indies and summer from New England (another link to their species name) to Baffin Island. In the Eastern Atlantic, they winter near the Cape Verde Islands and northwest Africa, and summer north of Norway. Humpback whales spend spring, summer and early autumn in high latitudes, well away from the equator. Here they feed and little mating activity takes place. But in late autumn, humpbacks set forth on their long annual migration to tropical waters closer to the equator where they court, mate and calve. Typically, wintering areas are found around islands and reefs. Recent evidence suggests that not all individuals may migrate every year. Adult females have been reported overwintering in Alaska and the Gulf of Maine.

122 Vol. 2 - Page 122 Whale Graveyard Whale Graveyard The lives of great whales depend on the sun. The deaths of great whales give life to creatures in the dark deep sea.

123 Vol. 2 - Page 123 Whale Graveyard Whale Graveyard Choose a Science Theme The Whale Graveyard Scene Resource supports learning plans for the themes highlighted below. Press the highlighted bar for the theme you wish to explore. Life Science P h y s i c a l S c i e n c e Earth Science Science as Inquiry Science in Society Nature of Science Whales & Words Whale Biology

124 Resources Vol. 2 - Page 124 Whale Graveyard Backgrounder Life Science Whale Graveyard Populations and Ecosystems For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy by photosynthesis. That energy then passes from organism to organism in food webs. Most of the plant life in the ocean is tiny, single-celled and floating near the sea surface. Such tiny plant forms, generically called phytoplankton, form the basis of most marine food webs. The lives of great whales depends on the sun. The deaths of great whales give life to creatures in the dark deep sea. Life, death; darkness, light; surface, depth. What links these contrasting elements? Sunlight and Life Almost all life on earth depends on the ability of green plants to use the energy of the sun to make food. Plants use the process of photosynthesis to make energy-rich organic molecules (starch, sugars) from inorganic materials (carbon dioxide, water). To do so, they must have sunlight and nutrients, (iron, nitrogen, potassium, phosphorus). Most of the plant life on land is relatively large and rooted in the ground grasses, shrubs, trees. Most of the plant life in the ocean is tiny, single-celled and floating near the sea surface. Such tiny plant forms, generically called phytoplankton, form the basis of most marine food webs. Blue whales (20 meters long or so) eat shrimplike krill (50 mm long or so). Krill eat phytoplankton (microscopic). Phytoplankton photosynthesize food. From sunlight to blue whales in the three steps is an amazing transformation of energy into matter. Phytoplankton is not evenly distributed in the ocean, in part, because light is not evenly distributed. Plants need light to survive. Seawater scatters and absorbs light. The more particles suspended in seawater the more light is absorbed. In clear tropical waters enough sunlight to support photosynthesis may penetrate to m. In coastal waters, where soil run-off may cloud the sea, light is absorbed quickly and plants photosynthesize in only the upper few meters. Phytoplankton are not evenly distributed even within the light-filled surface layers. Singlecelled plant-life blooms in areas where currents concentrate the nutrients they need to grow. When such blooms occur, they absorb light and reduce the depth of photosynthesis. Tropical waters are very clear not only because of having fewer suspending particles, but because nutrients are in short supply and phytoplankton don t bloom In areas where great blooms of phytoplankton cover square kilometers of ocean surface, feeding animals also swarm. The nutrient rich waters of Antarctica and the California coast (to name just two areas) support great seasonal fields of marine plants. The plant-eating krillshrimp grow here in phenomenal numbers, coloring great expanses of water with their red bodies. It is here that blue whales gather to seine the shrimp-filled water Life in the Dark If plants need sunlight to grow and if it s dark in the deep sea, what do deepsea animals eat? Until some important discoveries were made in the 1970 s, marine scientists thought that all animals in the deep sea depended on food that drifted down from the productive upper layers. Such material takes the form of dead organisms, fecal material, and cast off exoskeletons (from shrimps and their relatives for example). A dead whale carcass sunken to the bottom is a rich food resource for many kinds of animals, from starfish to sharks and hagfish. continued

125 Resources Vol. 2 - Page 125 Whale Graveyard Backgrounder Life Science Whale Graveyard continued dead sunken whales provide a distribution path for vent animals as well as providing food for deepsea bottom dwellers. In the 1970s, scientists discovered new communities of animals on the sea bottom about 3,000 meters deep. Their food webs are independent of plants and the energy of sunlight. Instead, the basis of these food webs are bacteria. Communities of animals clams, worms, crabs, shrimps, octopus, fish live around volcanic vents in the sea floor. The vents gush forth very hot, chemically rich water. Bacteria use the energy from the sulfide chemicals in the hot water to produce food. Animals eat the bacteria, much like surface animals eat phytoplankton. More recently, scientists have found that whale carcasses sunken to the sea floor provide oases for the bacteria-eating animals of the vent areas. Some bacteria convert the fatty substances of the whale body into sulfide-rich compounds. (When bacteria do this in shallower water, we can smell the strong rottenegg odor of hydrogen sulfide if we pull up a chunk of the rotting whale carcass.) The sulfide-loving bacteria of the vent areas colonize the whale carcass. They provide a food source for vent-animals even far from the actual vents. Thus, dead sunken whales provide a distribution path for vent animals as well as providing food for deepsea bottom dwellers. The energy of sunlight and plants, the energy of sulfides and bacteria, the food webs of the surface and the sea floor, all are combined on the body of a dead whale. Skeleton of a Southern Right Whale

126 Vol. 2 - Page 126 Whale Graveyard Life Science Whale Graveyard Choose an Activity The activities listed below will enable your students to experiment within the theme of Life Science. Press the corresponding bar for the activity you wish to explore. You can return to this page to select a different activity by clicking the Activities Menu button at the top of any activity page, or you can scroll through the activities using the forward and backward arrows. When you have completed all of the activities, click on the button to choose a different theme to explore. Activity 1: Culturing Green Water

127 Vol. 2 - Page 127 Whale Graveyard Life Science Culturing Green Water Activity 1 Group size: Any size Time you ll need: 30 minutes for preparation; 2 weeks for occasional observation and analysis Materials you ll need: pond water (collected from a local lake or pond) two 1-liter glass jars or small aquariums some freshly hand-cut hay or grass, or a pond plant (from a lake or pond, or from the pet store) two fluorescent grow lights a microscope (optional) a pen and paper Objective To observe the greening of the pond water (i.e., the growth of phytoplankton) over time and understand the process of photosynthesis. What to do First, take a small sample of your pond water and look at it under a microscope. [Note: You may use tap water, but let it sit in an open container for several days first to make sure any toxic chlorine, put into the water to disinfect it, goes away.] Can you see living organisms? Write or draw descriptions of them on a piece of paper. Now place equal parts of the water and the hay or plant in each of your jars or aquariums. Take notes on the appearance of the water at this time: Is it clear? If not, what color is it? Can you see through it? Hang one grow light over one of the jars and leave the light on at all times. Place the second jar under the other grow light only for four hours per day. The other 20 hours of the day this jar should be completely shielded from light by being wrapped in heavy paper or placed in a closet or cupboard. On a daily basis, record your observations about any changes in each of the two jars over a two week period. At the end of the two weeks, write a lab report that defines the following: the procedure used for the experiment the conditions the variables (what was different about each jar s culture) the results your conclusions What s happening? Most plants on land are big and rooted to the ground, like trees, shrubs and grasses. Plants in both fresh water and in the sea are mostly very tiny single cells. (There are some larger, attached plants in fresh water and the ocean, too.) All plants, large or small, in water or on land, depend on a green chemical called chlorophyll to make food. Plants use energy from the sun to make their own food through photosynthesis (this word literally means making (= synthesis), with light (= photo). In the process of photosynthesis, plants use carbon dioxide, water, nutrients, and sunlight to produce oxygen, sugar and energy. The sugar molecules then combine to form starch and cellulose, energy-rich organic molecules that are food for the plants. One of the critical chemicals for photosynthesis is chlorophyll, which is bright green. When you leave your pond water and plant exposed to sunlight for a couple of weeks, the tiny plants in the water thrive and produce more and more cells that contain chlorophyll. As the number of cells increase, the water gets greener and greener. The amount of sunlight that plants in the ocean receive is extremely important to the survival of marine animals. Blue whales depend on small shrimp, called krill, for their food. In turn, krill eat tiny free-floating single-celled marine plants called phytoplankton. The phytoplankton in the sea are related to the green plant cells in your aquarium. Phytoplankton make their food through photosynthesis, so they thrive in places where there is abundant sunlight and where the sea is rich in nutrients. Latitude, season, and water clarity all affect how much sunlight is absorbed by the ocean. Further exploration: What would happen if you put your glass of pond water in a dark room now? Would it stay as green as it was after two weeks in the sun? Have you ever left a blanket or board or anything on your lawn for a few days? What happens to the grass underneath? Why?

128 Resources Vol. 2 - Page 128 Whale Graveyard Backgrounder Science as Inquiry Whale Graveyard Technology influences society through its products and processes. Technology influences the quality of life and the ways people act and interact. Technological changes are often accompanied by social, political, and economic changes that can be beneficial or detrimental to individuals and to society. Social needs, attitudes, and values influence the direction of technological development. In prehistoric times, humans sought whales for food and probably for oil to burn. They hunted with harpoons of stone, then metal, and boats and rope made from plants. Technology and Whaling Humans have hunted whales from prehistoric times. Our ancestors ventured forth in small boats to harpoon coastal whales and then drag them ashore for butchering. Commercial whaling was an active industry in the Bay of Biscay (off Spain and France) in the 15th century. The history and lore of coastal whalers from New England and their ventures in the Pacific and Atlantic are well-documented. The great American novel Moby Dick by Herman Melville staged its epic struggle of good and evil, man and nature, in the context of whaling. But from pre-history through the classical days of Melville, technology gave whalers only insubstantial advantage over whales. In prehistoric times, humans sought whales for food and probably for oil to burn. They hunted with harpoons of stone, then metal, and boats and rope made from plants. By Melville s day, sailing vessels were more sophisticated longrange hunting platforms but still relied on wind. Harpoons were sharpened, hardened steel but pursuit boats were powered by human oarsmen. Harpoons were retrieved with ropes still made from plant fibers. Changes in technology have affected our relationships to whales. The main demand for whales in the 19th century was for oil to burn in lamps and to lubricate machinery. When gas lighting was available and petroleum was exploited, demand decreased. It would seem this technological progress worked to the whales advantage. But by the beginnings of the 20th century, other technological changes begin to spell doom for world whale populations. At least four major technological advances intensified hunting on whale populations: steam powered vessels, replacing sailing vessels ships with stern slip-ways harpoons with exploding heads, launched from guns air compressor systems for inflating caught whales Stern Slipways The whale skeleton seen in Whales lies on the bottom about 50 feet deep offshore from a coastal whaling station in Newfoundland. It was dragged to this place after it was butchered in Coastal whaling stations received whales from ships that hunted in nearby waters. Sites of old stations can still be visited in California, Newfoundland, and South Georgia Island. Eventually ships were developed that were large enough to process blue whales on board. Key to such processing was the stern slipway a large ramp in the back of a ship that permitted whale processors to haul the entire 80-foot long corpse of a blue whale on board. Butchering took place aboard ship. Carcasses were dumped overboard. The first ship with a stern slipway arrived in the Antarctic in 1925/26, the Norwegian whaling factory-ship Lancing. This stern ramp freed ships from shore-based processing stations and permitted hunting over large expanses, especially in the southern seas around the Antarctic, where blue whales once abounded. During the five years following the arrival of Lancing and her stern slipway, blue-whale catches drastically increased in the Antarctic. continued

129 Resources Vol. 2 - Page 129 Whale Graveyard Backgrounder Science as Inquiry Whale Graveyard continued A combination of technological changes greatly increased human predation pressure on whales. Some species were extinguished from parts of their ranges. Others were pushed almost to extinction From 6,545 blue whales in , the annual catch reached 29,410 blue whales in , an average of 15,000 blue whales per season from (A whaling season lasted 4-5 months.) Harpoon Guns and Exploding Heads Although we may associate the exploding harpoon with modern whaling of the 1920 s and onward, its development dates from the 18th century. The first harpoon-gun was invented in 1731 and used in Arctic regions. It apparently was unwieldy and dangerous. An American, Thomas Roys, used a rocket harpoon in Icelandic waters in the 1860 s and developed ways to handle the shock and tension in the taut line that connected a harpooned whale with the catch ship. (He blew his hand off during one of his harpoon tests.) The development of the modern harpoon-gun is usually credited to a Norwegian, Svend Foyn who invented his device in As naturalisthistorian Richard Ellis has written: the device probably had the most enduring and pernicious effect on the world s whales of any element in the history of whaling The double explosions [on launch and on strike] of harpoon cannon were heard in Finnmark in 1870; off South Africa in 1920; in the Ross Sea [Antarctica] in 1930; off Japan in 1950; off Alaska in 1960; off California in Floating and Sinking Foyn is also credited with another technological change that affected whaling. When killed, some whales (right whales, humpback) float because of their high fat content; others, (blues, minkes) sink. Foyn developed a method of inflating whale carcasses with air from a compressor so they would float until hauled alongside for processing. This allowed much easier exploitation of large rorquals like blues. A combination of technological changes greatly increased human predation pressure on whales. Some species were extinguished from parts of their ranges. Others were pushed almost to extinction. The jeopardy of whales alarmed many people throughout the world. Eventually, social attitudes influenced the use of whaling technology and curtailed its use through international treaty. Still, many whale populations are greatly diminished. Northern right whales number only in the hundreds and seem to be gone from the Pacific. Gray whales are gone from the western Pacific. Some whales, such as minke (a relatives of blue whales) are said to be so abundant that whaling should be resumed. Norway and Japan are pushing to resume legal whaling of this species. Ultimately whether to whale or not whale will be made by policy makers and politicians not by scientists and technologists, a engineers. social attitudes and public opinion Note: The history of whaling is in many ways a history of technology. An excellent detailed account is available in Men and Whales by Richard Ellis (Alfred A. Knopf, 1991). A fascinating account of life and work aboard an Antarctic factory whaling ship in season can be found in R. R. Robertson s Of Whales and Men (Simon & Schuster, 1969).

130 Vol. 2 - Page 130 Whale Graveyard Science as Inquiry Whale Graveyard Choose an Activity The activities listed below will enable your students to experiment within the theme of Science as Inquiry. Press the corresponding bar for the activity you wish to explore. You can return to this page to select a different activity by clicking the Activities Menu button at the top of any activity page, or you can scroll through the activities using the forward and backward arrows. When you have completed all of the activities, click on the button to choose a different theme to explore. Activity 1: Whale Ka Boom! Activity 2: Queen Hits Whale

131 Vol. 2 - Page 131 Whale Graveyard Whale Ka-Boom! Science as Inquiry Activity 1 Group size Individual to large group Time you ll need minutes to watch and discuss, plus time to write 2-3 pages. Materials you ll need video cassette player video tape of Whale Ka-Boom ( us at whales@napa.net write: ODOT Public Affairs 121 Transportation Building Salem, Oregon or call: (503) If you can t get the videotape, read the description below and continue with the discussion and critique of problem-solving.) Objectives This is an exercise in critical thinking; to observe one solution to a problem, to evaluate it, and to suggest alternatives. Background Whale Ka-Boom is a short videotape taken from a newscast filmed by a news crew from a television station in Portland, Oregon in When you see it you will realize why it has earned a cult following. Here is a brief synopsis. A dead adult whale has washed ashore on a beach near Florence, Oregon. (The news announcer identifies it as a gray whale but it appears to be a sperm whale). It has begun to rot and is creating a public nuisance. Someone (we never learn who) decides that removal of the whale is the job of the highway department. A representative of the department appears on camera to explain his removal method. He plans to dynamite the whale and explode it into tiny fragments that can be easily consumed by crabs and seagulls. A small crowd gathers to watch. Gulls reel (expectantly?) overhead. Sticks of dynamite are placed under the whale s flaccid, rotting carcass. A fuse line is laid; the plunger switch is pushed; and the charge detonates. We hear a loud boom and see a gray geyser of beach sand gush toward the sky. The gulls fly rapidly away. Pink, rotting whale flesh explodes into the air and then rains down everywhere: on the news crew (the TV camera lens is flecked with flesh), on spectators, and on parked cars. We see that a big chunk of dead whale has flattened the roof of a car. After the air clears and the cameras lens is cleaned, we see the whale carcass (apparently little changed) still lying on the beach. No gulls are in sight. What to do Watch the video. Then consider and discuss the questions below. You may want to continue your consideration of the questions and write your thoughts in an essay on critical thinking or problem solving. Consider the problem-solving process. How do people best define a problem and then choose a solution? How do they evaluate whether the solution was successful? In Whale Ka-Boom, if the problem was to dispose of the whale carcass, the solution was unsuccessful. (If the problem was to dispose of several crates of dynamite in an amusing way, the solution worked.) Why do you think the Highway Department was assigned the job of whale disposal? What other public agency might have been chosen? How much did the availability of technology (e.g. dynamite) affect the chosen solution? What assumptions did the highway worker make about his solution? Were the assumptions accurate? How might he have tested them before actually exploding the dynamite? Could physics and mathematics have helped? Could common sense have helped? What is common sense? What other solutions are there to the problem of whale disposal? How would you get rid of a 50 foot long 55 ton sperm whale?

132 Vol. 2 - Page 132 Whale Graveyard Queen Hits Whale Science as Inquiry Activity 2 Group size Individuals or small groups Time you ll need An hour or more for library research, and an hour or more to write your opinions. Materials you ll need magazines newspapers access to the Internet and/or periodical listings and holdings at a library Objective To read current magazines, newspapers, websites on interactions between humans and whales; to determine what role technology played in the interactions, and to assess the articles for their content and objectivity. What to do Read the article Queen Hits Whale, then go to the library or access the Internet to find current articles that describe other human interactions with whales. These might be other articles about whales and ships, or about changes in whaling policies, or new devices used in whale research. (If you don t have Internet or library access, use the Queen article.) After you ve chosen an interesting article, print or photocopy it and read it again carefully, then review the questions posed below. Write a 2-3 page essay based on your analysis of the article and your opinions and answers to the following questions. Things to consider What role did technology play in the interaction between humans and whales? What technology might have been used to make the interaction less intrusive or damaging to the whale(s)? Does that technology exist, or is it something you think needs to be invented? How could you implement that technology to best protect whales around the world? In reading your article, do you think it was biased towards whales or humans (or anything else)? Why? Did the article clearly define the problem and the possible solutions? How would you edit or re-write the article to make it more comprehensive? Do you think there was any kind of hidden agenda in the article? (i.e., did the author reveal a point of view or suggest a personal opinion?) QUEEN HITS WHALE September 18, 1996 LONDON (Reuters) The luxury liner Queen Elizabeth 2 collided with a 15-ton whale during a cruise from Spain to Portugal, its captain said Wednesday. It is sad and the passengers were concerned, although you couldn t say anyone was distressed. It is one of those things, like running over a cat, Captain Keith Stanley told reporters. The 60-foot whale was seen pinned against the bow by the force of the tide as the 70,000-ton Cunard liner entered Lisbon harbor Sunday after leaving Cadiz. Rescue workers found it was dead when they removed it. Stanley said whales normally evaded ships and suggested the mammal may have been dead or ill when it was struck. I have been at sea for 40 years and never come across anything like it before. Something to ponder How or why is hitting a whale with a ship like running over a cat? How is it not like hitting a cat?

133 Vol. 2 - Page 133 Bubble Nets Bubble Nets In Whales, we see several humpback whales feeding on schooling fish at or near the sea surface. This behavior was first reported nearly a century ago and is still under study.

134 Vol. 2 - Page 134 Bubble Nets Bubble Nets Choose a Science Theme The Bubble Nets Scene Resource supports learning plans for the themes highlighted below. Press the highlighted bar for the theme you wish to explore. Life Science P h y s i c a l S c i e n c e Earth Science Science as Inquiry Science in Society Nature of Science Whales & Words Whale Biology

135 Resources Vol. 2 - Page 135 Bubble Nets Backgrounder Science as Inquiry Bubble Nets Communicate and Defend a Scientific Argument Students in school science programs should develop the abilities associated with accurate and effective communication. These include writing and following procedures, expressing concepts, reviewing information, summarizing data, using language appropriately, developing diagrams and charts, explaining statistical analysis, speaking clearly and logically, constructing a reasoned argument, and responding appropriately to critical comments. Complex ideas can often be easily expressed by using metaphors, similes or adopted phrases. Because scientists must practice skepticism, the intended (and inadvertent) meaning of words must be rigorously considered. The Value of Skepticism Measurement, functional equations, and other numerical descriptions and expression of ideas are essential in communicating about science. Words, of course, are also useful perhaps unavoidable but we need to be aware of their weaknesses and pitfalls. Complex ideas can often be easily expressed by using metaphors, similes or adopted phrases. Because scientists must practice skepticism, the intended (and inadvertent) meaning of words must be rigorously considered.(of course, the same skepticism needs to be applied in evaluating mathematical expressions, too, but this Backgrounder and supporting activities focuses on verbal expression.) Scientists evaluate a scientific explanation by asking: Is that statement accurate? On what information do I base its accuracy? Do I or the person who made the statement have sufficient information to rely on the statement as an accurate explanation? If not, what information, definition, or clarification do I need to be confident of its reliability? The Seduction of Words Words can mislead. We can get so accustomed to a phrase from regular use that we grow overly confident that we understand it and that our understanding is true. Scientists need to be very careful in their use of words and metaphors. Every word needs to be clearly defined. Even if the word seems to need no definition, the connotations, nuances and logical implications of its use must be considered. Consider some examples. Survival of the Fittest. This time-worn phrase is supposedly convenient shorthand for Charles Darwin s theory of evolution. But does its briefness and familiarity mislead us? Is it an accurate abbreviation likely to be comprehended by persons new to the idea? Does fit refer to physical condition? Does it mean that the survivor bests the non-survivor in some direct confrontation? In Whales, we see several humpback whales feeding on schooling fish at or near the sea surface. This behavior was first reported nearly a century ago and is still under study. Many people call this feeding activity bubble netting. It is a convenient and vivid metaphor. But could it be misleading? Do we know enough about the behavior to call it that? Let s examine the phrase, bubble netting : Bubble certainly seems warranted. The exhalations of whales are released at depth and during swimming. What about netting? That chosen word implies many concepts for which we as yet have no quantified data (although scientists are trying to collect measured observations). The resulting bubbles seem to consistently form a circular pattern that apparently entraps schools of fish. But netting implies behavior that may be learned. Do we know whether whales teach continued

136 Resources Vol. 2 - Page 136 Bubble Nets Backgrounder Science as Inquiry Bubble Nets continued Many kinds of animals seek food in groups for reasons other than feeding. For example many songbirds forage in groups in order to avoid predators, female lions forage in groups to protect cubs from aggressive males. other whales to perform this behavior? Or do all whales know how to feed by using bubbles instinctively? Do all humpbacks feed in this manner, or do only whales in a certain area feed this way? Netting also implies the construction or adaptation of an external device. In fact, one leading whale scientist has written (perhaps seduced by the word more than by facts) that the use of bubbles in humpback feeding can be considered to be tool-making behavior. Using that phrase, in turn, implies a clear and commonly held definition for tool. But does everyone who uses the word tool mean the same thing by it? To some definers of the word, a tool is a tangible object. Can a bubble be a tool? If it is, then is the bark of a border collie (also produced by exhaled air) the use of a tool to influence the behavior of sheep? Or does a tool need to be tangible, like the sticks used by ants, woodpeckers, or chimpanzees? Does a tool need to a modified natural object (like an adze) or just a found object employed in a novel way (like a stick for digging out grubs)? Bubble netting sometimes involves more than one whale. Humans netting fish often form groups to help spread and retrieve a seine net. Does the term bubble netting inadvertently imply team-work by whales? In Whales, a group of humpbacks rush to the surface at the same time, gulping herring that have concentrated into a dense group as a result of the bubbles released by one or more of the whales. Some scientists have called this cooperative feeding and have described the members of the group as acting like members of a basketball team with one whale setting up the play and the others repeatedly playing the same position. This is a pleasing metaphor. But what data do we need to substantiate it? Are the whales cooperating or are they in the same place at the same time because the prey are concentrated there? Some scientists discriminate between cooperative foraging (which implies a functional relationship) and group foraging (purely a descriptive term). Many kinds of animals seek food in groups for reasons other than feeding. For example many songbirds forage in groups in order to avoid predators, female lions forage in groups to protect cubs from aggressive males. Alternatively, individuals may forage in groups simply because prey is so heavily concentrated that large numbers of predators can feed without undue competition. Cooperation should involve some sort of coordination of activity, allowing an increase in individual energy intake rates, or a decrease in variability in energy intake rates. In order to demonstrate cooperation, individual energy intake rates for individuals foraging alone versus those foraging in groups, should be determined. Scientists are working to collect observations that will help substantiate or correct the kind of assumptions and complex hypotheses contained in the deceptively simple phrase bubble netting.

137 Vol. 2 - Page 137 Bubble Nets Science as Inquiry Bubble Nets Choose an Activity The activities listed below will enable your students to experiment within the theme of Science as Inquiry. Press the corresponding bar for the activity you wish to explore. You can return to this page to select a different activity by clicking the Activities Menu button at the top of any activity page, or you can scroll through the activities using the forward and backward arrows. When you have completed all of the activities, click on the button to choose a different theme to explore. Activity 1: That s Not What I Hear! Activity 2: That s Not What I See!

138 Vol. 2 - Page 138 Bubble Nets Science as Inquiry That s Not What I Hear! Activity 1 Group size Pairs or trios Time you ll need 20 minutes or more Materials you ll need paper and pencil copy of word lists on this page Objective To question what you hear; to be skeptical about your first impression. To describe in specific terms what sounds, spellings, ideas help you to identify the meaning of a word or a sentence Upon hearing something, explain it; then try to test your explanation. What to do Work in pairs or triples. Alternate the job of Reader. One person reads a word from the list and privately circles it with a pencil. The other(s) privately compose and write a sentence using the word. When everyone in your small group has written down a sentence, each person reads his or her sentence. Do all members of the group use the word the same way, or use the same word? Discuss how two (or more) different uses are possible Words to Read Background: Homophones are words that have the same sound have but different meanings and spellings: peek peak pique idle idol idyll rode rowed road one won toe tow too to two alter altar marshal martial led lead sole soul brake break air heir canvas canvass Words to Read Background: Homonyms are words that are spelled and pronounced alike but that have different meanings: pool bear cashier pale toll fly run draw liver Words to Read What to do: Rather than reading the word aloud, the person assigned as Reader silently shows the word to the group. They use the word in a written sentence and compare their sentences and the word s meaning in each sentence. Background: Homographs are words that spelled alike but that have different pronunciations and different meanings. row lead wind bow Have fun with these sentences! Do they mean what they say? Time flies like an arrow; fruit flies like a banana. There are three kinds of people: those who can count and those who can t. This sentence is not true. [is it or isn t it?] The following sentence can be read aloud correctly, but cannot be written correctly: There are three ways to spell too [sic]. (Look up sic in the dictionary) Discuss what these sentences mean. What words in the sentence cause you to infer this meaning? Are there some words that are more important than others in changing the meaning of the sentence? Optional Challenge Can you construct a sentence with similar ambiguity?

139 Vol. 2 - Page 139 Bubble Nets Science as Inquiry That s Not What I See! Activity 2 Group size Pairs or trios Time you ll need 20 minutes or more Materials you ll need paper and pencil copy of illustrations on this page Drawing I Objective To question what you see; be skeptical about your first impression. To describe in specific terms what parts of a drawing or object cause you to perceive its overall shape Upon seeing something, explain it; then try to test your explanation. What to do Work in pairs or triples. Each person look at one of the pictures. Privately write down what you see. Think about what lines, shadows, shapes made you see what you see. When everyone in your small group has written down the description of what he or she sees, then each person reads aloud his or her description. Do all members of the group see the same thing? Discuss how two (or more) different explanations are possible. Appearing upside down at the bottom of the page are descriptions of some of the things other people see when they look at these drawings. Drawing II Drawing III Drawing I A. left profile of a young women turned away from the viewer B. left profile of an old woman turned toward the viewer (hint: the young woman s left ear is the old woman s left eye) Drawing II A. one silhouette of a white stemmed wine glass B. two silhouettes of human profiles facing each other Drawing III A. a duck s head facing left B. a rabbit s head facing right

140 Resources Vol. 2 - Page 140 Bubble Nets Backgrounder Whale Biology Humpback Whale Unlike some whales that seem to slip beneath the surface when they dive, a humpback well humps its back, extends its tail in the air and then dives. Humpback Whale Megaptera novaeangliae, (Mysticeti Baleen Whales) Adult males are famous for their songs. In Whales, we hear them singing in Hawaii. Scientist Debbie Ferrari has studied mothers and their calves among the islands for more than 20 years. After they leave Hawaii in the Spring, humpbacks migrate to Alaska to eat all summer. Watch them catch fish with a net of bubbles and a mouthful of baleen. Humpbacks whales are famous for their long, haunting and complicated songs. In Whales we see a lone male humpback hanging motionless in the mid-water and hear him sing his plaintive song. Scientists need more research in order to know what these songs are really for courtship, perhaps, or warnings to competing males? No one is certain how humpbacks produce their songs. Roger Payne and Scott McVay first discovered in 1971 that humpbacks sing long and complex songs. Later scientists learned that only males sing, although all humpbacks make sounds. Roger Payne is still studying whale songs, and we see him in Whales recording their melodies. Singing occurs mainly during the breeding season but songs have been heard occasionally on the summer feeding grounds in Alaska. Humpbacks belong to a group that includes the largest of the world s baleen whales. Loosely called rorquals, all whales in this group (blue whales, fin whales, sei whales, minke whales, Bryde s whales) are slender and streamlined. Humpbacks are the stoutest of the group. Rorquals have many grooves on the throat, extending from the chin to behind the pectoral (or, arm) fins. Once thought to aid in streamlined swimming, grooves instead act like accordion pleats to expand the mouth. Humpbacks have grooves, the fewest of any rorqual. Sometimes names aren t much help in identifying an animal, but humpbacks are an exception. Both the scientific and the common name give us some tips for distinguishing them from other whales. Unlike some whales that seem to slip beneath the surface when they dive, a humpback well humps its back, extends its tail in the air and then dives. The habit of extending its tail before it dives turns out to be very helpful to whale biologists. Individual whales can be identified by the bumps, scallops and white and dark patches on their tail fins, or flukes. Humpbacks also have distinctive pectoral, or wing fins. These fins are almost a third as long as the whale s body, longer (relatively) than any other whale. Megaptera means giant fin. The species name novaenglandii comes from their unfortunate history with the whalers of the east coast of the United States and the coast where they were once abundant. Humpback whales are found throughout the world s oceans. There are populations on both sides of the Pacific and Atlantic oceans. In the North Pacific, populations winter (on the west side) around the Marianas, Bonin, and Ryuku Islands and Taiwan. The eastern Pacific stocks winter in Hawaii and on the American coast and nearshore islands and in the Sea of Cortez and mainland Mexico. Northwest Atlantic humpbacks winter in the West Indies and summer from New England (another link to their species name) to Baffin Island. In the Eastern Atlantic, they winter near the Cape Verde Islands and northwest Africa, and summer north of Norway. Humpback whales spend spring, summer and early autumn in high latitudes, well away from the equator. Here they feed and little mating activity takes place. But in late autumn, humpbacks set forth on their long annual migration to tropical waters closer to the equator where they court, mate and calve. Typically, wintering areas are found around islands and reefs. Recent evidence suggests that not all individuals may migrate every year. Adult females have been reported over-wintering in Alaska and the Gulf of Maine.

141 Vol. 2 - Page 141 Resources HELP FOR TEACHERS The Exploratorium Science Snackbook Series in four volumes ( ) John Wiley and Sons National Science Education Standards (1996) National Research Council National Academy Press Washington, DC Standards for the English Language Arts (1996) National Council of Teachers of English Urbana, Illinois WHALE BOOKS Whales, Dolphins, and Porpoises (1992) Mark Cawardine Dorling Kindersley, Inc New York Whales, Dolphins and Porpoises (1995) James.D. Darling, Charles Flip Nicklin, and others National Geographic Society Washington, DC The Book of Whales (1985) Richard Ellis Alfred A. Knopf, Inc. New York Whales for Kids (1990) Tom Wolpert, Flip Nicklin Northwood Press, Inc. Sierra Club Handbook of Whales and Dolphins (1983) Stephen Leatherwood and Randall R.Reeves Sierra Club Books San Francisco WHALE VIDEOS Magnificent Whales (1988) Smithsonian Books and Marine Mammal Fund Washington, DC Blue Whales: Largest Animal on Earth (1995) ABC/Kane Productions Los Angeles WHALE CD/ROMs In the Company of Whales (1993) The Discovery Channel CD/ROM (Macintosh and Windows) WHALE AND SCIENCE WEB SITES Web sites change frequently. New ones are added. Old ones change or go away. A good way to find whale web sites is to use one of the several good search engines (e.g., Yahoo, Alta Vista) and search for whale. At the time we prepared this list, the following were current addresses. Teaching Science with Whales Whalenet Song of the Whale The High North Alliance Voice of Norway s Whalers National Science Foundation National Institute for Science Education National Wildlife Federation Destination Cinema, Inc SCIENCE SUPPLIES (prisms, etc.) Edmund Scientific, Barrington, NJ telephone: scientifics@edsci.com

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